Hostname: page-component-78c5997874-m6dg7 Total loading time: 0 Render date: 2024-11-18T06:21:30.523Z Has data issue: false hasContentIssue false
  • English
  • Français

A Dog of a Qcat: Collateral Effects of Mandated English Assessment in the Torres Strait

Published online by Cambridge University Press:  22 July 2015

Beryl Exley
Beryl Exley*
Affiliation:
Faculty of Education, Queensland University of Technology, Victoria Park Road, Kelvin Grove, Queensland, 4059, Australia
Get access

Abstract

This paper critiques a 2008 Queensland Studies Authority (QSA) assessment initiative known as Queensland Comparable Assessment Tasks, or QCATs. The rhetoric is that these centrally devised assessment tasks will provide information about how well students can apply what they know, understand and can do in different contexts (QSA, 2009). The QCATs are described as “authentic, performance based assessment” that involves a “meaningful problem”, “emphasises critical thinking and reasoning” and “provides students with every opportunity to do their best work” (QSA, 2009). From my viewpoint as a teacher, I detail my professional concerns with implementing the 2008 middle primary English QCAT in one case study Torres Strait Islander community. Specifically I ask “QCATs: Comparable with what?” and “QCATs: Whose authentic assessment?” I predict the possible collateral effects of implementing this English assessment in this remote Indigenous community, concluding, rather than being an example of quality assessment, colloquially speaking, it is nothing more than a “dog”.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 39 , Issue 1 , 2010 , pp. 1 - 10
Copyright
Copyright © Cambridge University Press 2010

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Arthur, W. S., & David-Petero, J. (1999). Job-searching and careers: Young Torres Strait Islanders, 1999. Discussion paper 205. Retrieved 19 April, 2009 from http://www.anu.edu.au/caepr/Publications/DP/2000DP205.php.Google Scholar
Babia, M. (1997). Using languages in schools. Ngoonjook, 12, 48–53.Google Scholar
Downey, P., & Hart, V. (2005). Teaching and textual spaces in Indigenous education: A Muni School perspective. In Phillips, J. & Lampert, J. (Eds.), Introductory Indigenous studies in education: The importance of knowing (pp. 41–59). Frenchs Forrest, NSW: Pearson.Google Scholar
Giugni, M. (2002). The strength of bilingualism. Every Child, 8(1), 10–11.Google Scholar
Halliday, M. A. K. (1985). An introduction to functional grammar. Melbourne, VIC: Edward Arnold.Google Scholar
Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar (3rd ed.). London: Edward Arnold.Google Scholar
Harrison, N. (2007). Where do we look now? The future of research in Indigenous education. The Australian Journal of Indigenous Education, 36, 1–5.CrossRefGoogle Scholar
Martin, K. (2008). Please knock before you enter: Aboriginal regulation of Outsiders and the implications for researchers. Post Pressed, QLD: Teneriffe.Google Scholar
Martin, J. R., & Rose, D. (2008). Review of genre relations: Mapping culture. London: Equinox.Google Scholar
Nakata, M. (1997). The cultural interface: An exploration of the intersection of Western knowledge systems and Torres Strait Islanders positions and experiences. Unpublished PhD thesis, James Cook University Townsville.Google Scholar
Nakata, M. (2001). Another window on reality: A Torres Strait Islanders' story of a search for “better” education. In Osborne, B. (Ed.), Teaching, diversity and democracy (pp. 33–53). Altona, VIC: Common Ground.Google Scholar
Nakata, M. (2003). Some thoughts on literacy issues in Indigenous contexts. Australian Journal of Indigenous Education, 31, 7–15.CrossRefGoogle Scholar
Queensland Studies Authority (QSA). (2008a). Year 4 English Queensland Comparable Assessment Task: Student Task. Brisbane, QLD: The State of Queensland.Google Scholar
Queensland Studies Authority (QSA). (2008b). Year 4 Queensland Comparable Assessment Task: Guide to Making Judgements. Brisbane, QLD: The State of Queensland.Google Scholar
Queensland Studies Authority (QSA). (2008c). Year 4 Queensland Comparable Assessment Task: Sample Response Guide. Brisbane, QLD: The State of Queensland.Google Scholar
Queensland Studies Authority (QSA). (2009). Queensland Comparable Assessment Tasks. Retrieved 19 April, 2009, from http://www.qsa.qld.edu.au/p-9/3163.html.Google Scholar
Shnukal, A. (2002). Some language-related observations for teachers in Torres Strait and Cape York Peninsula schools. The Australian Journal of Indigenous Education, 30, 8–24.Google Scholar
Shnukal, A. (2003). Report on the Torres Strait Creole Project, Thursday Island State High School. The Australian Journal of Indigenous Education, 31, 51–69.CrossRefGoogle Scholar
Tripcony, P. (2002). Challenges and tensions in implementing current directions for Indigenous education. In AARE 2002 Conference Papers: Conference of the Australian Association for Research in Education, 1-5 December 2002, compiled by Jeffrey, R L. Melbourne, VIC: Australian Association for Research in Education.Google Scholar
Tyhuis, A., Stephenson, J., & Lampert, J. (2005). An interview with Annie and Jasmine. In Phillips, J., & Lampert, J. (Eds.), Introductory Indigenous studies in education: The importance of knowing (pp. 166–181). Frenchs Forrest, NSW: Pearson.Google Scholar
van Harskamp-Smith, S., & van Harskamp-Smith, K. (1994). Torres Strait Islanders speak: Building a model of critical literacy. Australian Journal of Language and Literacy, 17(2), 101–108.Google Scholar