Dr Anna Fletcher
Study area: Education
Location: Gippsland Campus, Building 2S, Room 108
Phone: 5122 8012
Doctor of Philosophy - Charles Darwin University -2015
Master of Education - Charles Darwin University - 2006
Bachelor of Education - Stockholm University - 1996
- Bachelor of Education (Primary)
- Master of Teaching (Primary and Secondary)
- Teacher as researcher (EDBED4109)
- Policy & Practice (EDFGC5806)
- Conducting a practitioner Inquiry (EDMAS6121)
- Child and youth studies (EDBED1009)
- Literacy, language and literature B (EDBED3111)
- Perspectives on Curriculum and Assessment (EDBED400)
Anna is a lecturer in the School of Education where she teaches in the Primary and Secondary BEd and Masters programs. Anna’s teaching career started as a class teacher in Sweden where she also coordinated and developed curriculum programs in association with the International Baccalaureate Organization. More recently, Anna taught and coordinated Gifted and Talented Education Programs at an independent school in Darwin before starting as a teacher educator and lecturer at Charles Sturt University, Bathurst, NSW in 2012.
Anna works closely with local schools in her work as a teacher educator and assessment researcher. Since 2015, she has served as an invited member of the Churchill Cluster School’s Design Team, in which teachers across the cluster collaborate to scaffold students’ attitudes, skills and knowledge for learning, with the aim of develop resourceful, resilient and reflective learners. She is also involved in the ongoing partnership between Federation University and teachers and principals from seven secondary schools in the Diocese of Sale Secondary Principal’s Association (DOSSPA) Literacy Network. Since 2015, this network has developed a working party to develop shared literacy goals within the Diocese, which in turn inform the literacy implementation plans for the participating schools.
Areas of expertise
Anna is a formative assessment researcher with a particular interest in student voice, student agency and self-regulated learning. Her research tends to be framed by social cognitive theory, which combines students’ intrapersonal factors, syllabus outcomes and the classroom context. Anna’s research has primarily been conducted in primary settings, using mixed methods. She continues to work closely with schools to explore various aspects of formative assessment and self-regulated learning.
Anna’s research interests can be split into three categories:
The relationship between personal factors, situated contexts and actions people take to influence learning
Anna's research into assessment as learning examines the dynamic relationship between the situational context (curriculum, task criteria, the classroom); the intrapersonal factors (cognition, motivation, self-efficacy, interest) influencing the learner and teacher; and the learning actions (planning, monitoring, help-seeking) the learner and teacher take to influence learning. In particular, the impact of these factors in forethought stage of the learning process is of specific interest.
Competence and confidence in Literacy
As a literacy lecturer, literacy co-ordinator, researcher in the field of self-regulated learning, and former marker on the National Assessment Program – Literacy and Numeracy (NAPLAN) marking panel for writing, Anna has a particular interest in exploring students’ development of competency in both the creative and technical aspects of writing. Anna is interested in the interplay between situational factors in the form of task criteria, intrapersonal factors that shape how learners approach the task and behavioural elements such as the actions they take to influence learning in literacy.
International and national curriculum frameworks
With her background as a Co-coordinator for the International Baccalaureate Organisation and its Primary Years Programme, Anna continues to take an interest in international and national curriculum frameworks. In particular, Anna has examined student-centred elements such as how agency and student autonomy is fostered in various curricula.
- Formative assessment
- Self-regulated learning
- Agency and self-efficacy
- International curricula
Present doctoral students:
Linda McGregor (Federation University) - “How does involvement in service-learning opportunities shape Pre-service teachers’ understanding of how students learn and the implications for teaching?” – Associate Supervisor
Wendy Holcombe (Federation University) - "The impact and influence of temperament type on high-functioning students with ASD in mainstream schools" - Associate Supervisor
Refereed journal articles
Fletcher, A. K. (2016). Exceeding expectations: scaffolding agentic engagement through assessment as learning. Educational Research, 58(4), 400-419. doi:10.1080/00131881.2016.1235909
Fletcher, A., & Shaw, G. (2012). How does student-directed assessment affect learning? Using assessment as a learning process. International Journal of Multiple Research Approaches, 6(3), 245-263. doi:10.5172/mra.2012.6.3.245
Fletcher, A., & Shaw, G. (2011). How voice-recognition software presents a useful transcription tool for qualitative and mixed methods researchers. International Journal of Multiple Research Approaches, 5(2), 200-206. doi:10.5172/mra.2011.5.2.200
Refereed conference proceedings
Fletcher A (2016). Assessment as a student-driven, reciprocal practice: a recalibrated, social cognitive perspective. Peer-reviewed paper presented at The Australian Association for Research in Education (AARE) Annual International Conference, 27 Nov-1 Dec, 2016, Melbourne
Fletcher, A. (2016). Engaging students with assessment as learning: scaffolding classroom practice to build students’ self-efficacy and agentic engagement. Peer-reviewed paper presented at the Research and Innovation in Classroom Assessment (RICA), International Perspectives, 21-23 September, Brisbane.
Plowright, S., Glowrey, C., Green, M., Fletcher A., Harrison, D., Plunkett, M., Emmett, N. & Johnson, N. (2016). Reimagining and transforming identity as rural researchers and educators: A (con)textual fugue. Peer-reviewed paper presented at The Australian Association for Research in Education (AARE) Annual International Conference, 27 Nov-1 Dec, 2016, Melbourne
Fletcher, A. (2012). Using student-directed assessment as a learning process: A mixed methods study. Paper presented at the joint Australian Association of Educational Research (AARE) and Asia-Pacific Educational Research Association Conference, Sydney, Australia
Fletcher, A. (2012). How is students' creativity in writing affected by student-directed assessment? Paper presented at The Fourth Asian Conference on Education, Osaka, Japan.
Fletcher, A. (2012). Using student-directed assessment as a learning process. Paper presented at The 34th Language Testing Colloquium, Princeton, USA. Fletcher, A. (2011). How does student-directed assessment impact on student learning: Using assessment as learning. Paper presented at the School of Education, Charles Darwin University, Australia
Fletcher, A. (2011) How to identify students for enrichment programs. Paper presented at the Northern Territory Association for the Education of Gifted and Talented (NTAEGT) annual meeting, Charles Darwin University, Australia
Other research details
Fletcher, A. (2015). Student-Directed Assessment as a learning process for primary students: A mixed-methods study. (Doctor of Philosophy Thesis), Charles Darwin University, Australia. Retrieved from https://espace.cdu.edu.au/view/cdu:50323
- Australian Association for Research in Education (AARE)