ABSTRACT

This article considers the ways in which two senior secondary assessment policies that aim to be inclusive are enacted for students from refugee backgrounds. The final years of secondary school in Australia are shaped by high-stakes assessment requirements. Yet there have been policy moves in South Australia to be more inclusive of students by providing more flexibility for them to demonstrate their learning in diverse ways. We undertook a critical policy analysis to investigate the ways in which South Australian senior secondary certificate policies are enacted in two case study secondary schools. Our analysis of the data indicates that school staff navigate between competing demands of conflicting policy directives. These conflicting directives result in tensions for staff as they enact policies . In high-stakes assessment environments where staff and students strive towards academic achievements, inclusive policies can be limited by other policies that impose uniformity and fairness. The limitations to inclusion noted in this study may be indicative of broader exclusions created by the enactment of policies in high-stakes assessment contexts.

摘要

本文考虑了为来自难民背景的学生制定的两项旨在具有包容性的高中评估政策的方式。澳大利亚中学的最后几年是由高风险的评估要求决定的。然而，南澳大利亚州已经采取了一些政策举措，通过为学生提供更多的灵活性以多种方式展示他们的学习，从而更加包容学生。我们进行了一项批判性政策分析，以调查南澳大利亚州高中证书政策在两所案例研究中学中的制定方式。我们对数据的分析表明，学校工作人员在相互冲突的政策指令的竞争要求之间进行导航。这些相互矛盾的指令导致员工在制定政策时感到紧张。在教职员工和学生努力取得学术成就的高风险评估环境中，包容性政策可能会受到其他强加统一性和公平性的政策的限制。本研究中提到的纳入限制可能表明在高风险评估环境中制定政策会产生更广泛的排除。