School of Arts

Dr Anna Fletcher

Position: Lecturer
Study area: Education
Location: Gippsland Campus, Building 2S, Room 108
Phone: 5122 8012


Doctor of Philosophy - Charles Darwin University -2016

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)


Dr Anna Fletcher is a lecturer in the School of Education where she teaches in the Primary and Secondary BEd and Masters programs. 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. Anna represents FedUni in the funded National Consortium Trial developing the Graduate Teacher Performance Assessment on behalf of the Australian Institute of Teaching and School Leadership (AITSL). In August 2017, she was appointed FEA Research Focus Area Convenor for Pedagogy, Curriculum, Assessment and Learner Engagement.

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.

Research interests

Anna convenes the Faculty Research Focus area of Pedagogy, Curriculum, Assessment and Learner Engagement (PeCALE). Her research interests are:

  • Formative assessment
  • Self-regulated learning
  • Competence
  • Agency and self-efficacy
  • Literacy
  • 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

Present masters students:

Rishi Prasad (Federation University) - “How does the use of GeoGebra in teaching Geometry and Trigonometry in Year 9 influence student understanding of relation mathematical concepts” – Associate Supervisor

Joanne Heeps (Federation University) - “What is the lived experience of adopting the use of a learning management system for TAFE teachers in the Business and Services Course Area” – Chief Supervisor


Refereed journal articles

Fletcher, A. K. (2017). Help seeking: agentic learners initiating feedback. Educational Review, 1-20, [online article]. doi:10.1080/00131911.2017.1340871

Fletcher, A. K. (2017). The Testing and Learning Revolution: The Future of Assessment in Education. Studies in Continuing Education, 1-2, [online article] doi:10.1080/0158037X.2017.1384624

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

Research Grants

2016 – 2017
Investigators: Nicola Johnson, Anna Fletcher, Cheryl Glowrey, Nerissa Albon & Margaret Plunkett
Title: Evaluation of The Smith Family’s Lakes Entrance Schools and Community Hub
Source: The Smith Family
Amount: $45,000

Investigators: Cheryl Glowrey, Anna Fletcher
Title: The DOSSPA-FedUni Partnership Project: A regional secondary schools’ literacy network.
Source: Faculty of Education and Arts Small Grant, Federation University
Amount: $3,000


Glowrey, C., Plowright, S. & Fletcher, A. (2017). The DOSSPA Secondary Literacy Network 2016 Research Project Report.

Johnson, N. F., Plunkett, M., Fletcher, A., Glowrey, C. & Holcombe, W. (2017). Final Report: Evaluation of Lakes Entrance School and Community Hub (LESCH).

Johnson, N. F., Fletcher, A., Glowrey, C., Albon, N., Plunkett, M. & Holcombe, W. (2016). Interim Report: Evaluation of Lakes Entrance School and Community Hub (LESCH). Report for The Smith Family, November.

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


2017 -  Vice-Chancellor’s Award, Early Career Citation for Outstanding Contribution to Student Learning: ‘For outstanding and sustained implementation of research-led approaches to assessment design, coordination and development of teaching resources that promote enhanced learning’. Federation University

2015 - Faculty of Education Individual Award: Teaching Excellence, Faculty of Education, Charles Sturt University


  • Australian Association for Research in Education (AARE)