Assessing Values Education: A Tentative Exploration

Brady, LI

Assessing Values Education: A Tentative Exploration

Brady, LI

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Publisher:: Australian Curriculum Studies Association
Publication Type:: Journal Article
Citation:: Curriculum Perspectives, 2011, 31 (3), pp. 49 - 55
Issue Date:: 2011-01

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Field	Value	Language
dc.contributor.author	Brady, LI	en_US
dc.date.issued	2011-01	en_US
dc.identifier.citation	Curriculum Perspectives, 2011, 31 (3), pp. 49 - 55	en_US
dc.identifier.issn	0159-7868	en_US
dc.identifier.uri	http://hdl.handle.net/10453/18787
dc.description.abstract	WHILE THE INTRODUCTION of the 'National Framework for Values Education in Australian Schools' (Department of Education, Science and Training, 2005a) and its companion publication, 'Values for Australian Schooling Professional Learning Resources' (DEST, 2005b) signalled a resurgence of interest in values education, relatively little attention has been paid to how it might be assessed. This article argues that a more satisfactory solution than attempting to assess the attainment of specific values, like those specified in the National Framework for Values Education in Australian Schools, is to base the development of assessment instruments on a synthesis of the different premises of the commonly practised approaches to values education. Thus method rather than content drives assessment. A tentative example of such an instrument is provided.	en_US
dc.publisher	Australian Curriculum Studies Association	en_US
dc.relation.ispartof	Curriculum Perspectives	en_US
dc.title	Assessing Values Education: A Tentative Exploration	en_US
dc.type	Journal Article
utslib.citation.volume	3	en_US
utslib.citation.volume	31	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1608 Sociology	en_US
dc.location.activity	Dubrovnik, Croatia
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.issue	3	en_US
pubs.volume	31	en_US

Abstract:

WHILE THE INTRODUCTION of the 'National Framework for Values Education in Australian Schools' (Department of Education, Science and Training, 2005a) and its companion publication, 'Values for Australian Schooling Professional Learning Resources' (DEST, 2005b) signalled a resurgence of interest in values education, relatively little attention has been paid to how it might be assessed. This article argues that a more satisfactory solution than attempting to assess the attainment of specific values, like those specified in the National Framework for Values Education in Australian Schools, is to base the development of assessment instruments on a synthesis of the different premises of the commonly practised approaches to values education. Thus method rather than content drives assessment. A tentative example of such an instrument is provided.

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http://hdl.handle.net/10453/18787