Australian Journal of Teacher Education - Volume 47 - Issue 10 - Article 5

Oct 15, 2026

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This paper argues that the complexity of education systems can weaken coherence between educational policy and classroom practice. More effective educational change requires stronger support for teachers and closer attention to teachers’ lived experiences. Using science education as a case study, the study develops a formative-assessment rubric embedding desired inquiry pedagogy, aiming to increase teachers’ confidence to implement change. The authors suggest the approach can inform rubric design across disciplines and professional learning programs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages30

Reading Time1 h 16 min

AccessFree to download

Abstract

Introduction

Formative assessment and teacher support

Rubric design for inquiry-based science

Implications for other disciplines

Australian Journal of Teacher Education | Volume 47 Issue 10 | Article 5 | | --- | --- | | 2022
Using Formative Assessment to Build Coherence Between Educational Policy and Classroom Practice: A Case Study Using Inquiry in Science
Connie Cirkony
University of Tasmania
John Daniel Kenny University of Tasmania
Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)
Part of the Educational Assessment, Evaluation, and Research Commons, Science and Mathematics Education Commons, and the Secondary Education and Teaching Commons | | Recommended Citation Cirkony, C., & Kenny, J. D. (2022) . Using Formative Assessment to Build Coherence Between Educational Policy and Classroom Practice: A Case Study Using Inquiry in Science. Australian Journal of Teacher Education, 47(10) . [http://dx.doi.org/10.14221/ajte.2022v47n10.5](http://dx.doi.org/10.14221/ajte.2022v47n10.5) [This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss10/5](https://ro.ecu.edu.au/ajte/vol47/iss10/5) Using Formative Assessment to Build Coherence Between Educational Policy and Classroom Practice: A Case Study Using Inquiry in Science Connie Cirkony John Daniel Kenny University of Tasmania Abstract: In this paper we argue that the complexity ofeducation systems can lead to a lack of coherence in the implementation of policy. More effective educational change requires policy makers and researchers to pay more attention to supporting teachers in classrooms. As an example, we consider decades of research attempts in STEM education to implement learning through inquiry and note there has been little change in teaching practices in classrooms. Using formative assessment in science education as a case study, we developed a rubric for teachers that embeds key aspects of the desired pedagogy. We argue this builds teachers’ confidence to implement the change in their classrooms and we claim this same principle may apply to the development of rubrics in other disciplines, which can easily be incorporated by researchers into professional learning programs. Keywords: teacher change, assessment, representational competence, teacher support, education policy. Introduction Globally, the last decade has seen increased development in evidence informed policy and practice in a range of fields, including education (Boaz et al., 2019) . Yet, the K-12 school education sector has been described as one with comparatively low levels of investment in research, and poor links between policy, research, and innovation (Burns & Schuller, 2007) . Cain (2019) and Kania et al. (2018) suggest that an education system can be described as a complex adaptive system, with an interconnected set of subsystems, each with their own purpose and practices that can impact on the system as a whole. Such systems involve numerous stakeholders, with different perspectives, uneven power dynamics, which makes the outcomes of any given change process uncertain (Checkland, 2012) . Change processes require two-way communication and information flows. Checkland (2012) argued that to effect change in such systems, there is a need to focus on action learning as the basis of the change process. Education researchers will need play an important role in enabling this process. In education, decisions are often made at a policy level, where the parameters driving change can be far removed from what teachers do in classrooms. Levin (2010) and others have argued that this situation is perpetuated by top-down policy-making decisions which preferences large scale quantitative studies, which do not necessarily capture the lived experiences of other key stakeholders, especially the teachers (Hargreaves & Fullan, 2012) . This contrasts to an approach which seeks to build coherence between policy and pract

FAQs

Why does the paper argue that policy and classroom practice may lack coherence?

It argues that complex education systems can create gaps between policy implementation and what teachers experience in classrooms, especially when policy parameters are set far from daily teaching practice.

How does the case study use formative assessment in science education?

The authors use formative assessment to develop a rubric for teachers that embeds key elements of the intended inquiry-based pedagogy.

What broader impact does the rubric approach aim to achieve?

The paper claims the rubric can build teachers’ confidence to implement the desired changes and suggests similar principles may apply to rubric development in other disciplines for professional learning.

Oct 15, 2026

Upload by Franzy