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Personal profile


Ilana Finefter-Rosenbluh is a Senior Lecturer in Educational Assessment and Ethics in the Faculty of Education at Monash University. A former Research Affiliate with the Justice in Schools project and Postdoctoral Fellow at the Harvard Graduate School of Education, her studies involve two distinct areas of education research focused on enhancing teacher practice and related outcomes within the compromised realities of contemporary educational settings. First, her scholarship centres on assessment – particularly the use of assessment data, tools and procedures (e.g., feedback/perception surveys) in education settings and how they could be used to support educator practice. Second, she explores problems of ethics and the way they manifest in everyday enactments of injustice in educational institutions. Studying the ethical professional challenges of educators, Ilana is interested in the moral values embedded in schools’ everyday interplay, which often reach the students and their communities in forms of tacit complex experiences. Her current research includes a large-scale study that unpacks the policy initiatives of educators and community members to re-assess the ethical responsibility of independednt and inclusive schooling and a study on the assessment related-ethical predicaments experienced by educators in public and higher education settings. Her two areas of research aim to explore how educators and policymakers can make just and informed decisions in their practice under intricate conditions in ways that enhance teaching and learning.

A school counsellor by training, Ilana draws upon her extensive work experiences in diverse international educational environments. Examining the difficulties and promoting ideas of ethical assessment, her research framework uncovers the moral origins of teacher normativity and subjectification; seeking to identify how educators can best develop dynamic and ethical strategies that support learners.

Ilana has published in leading research journals, including the Journal of Education Policy, Teaching and Teacher Education, British Journal of Sociology of Education, Youth & Society, Cambridge Journal of Education, Oxford Review of Education, British Educational Research Journal and the International Journal of Qualitative Methods. She has also contributed to prominent scholarly works such that published in Harvard Education Press, Educational Psychology and The Palgrave Handbook of Educational Leadership and Management Discourse.

Research interests

  • Assessment
  • Ethical assessment
  • Ethical decision making in educational settings
  • Assessment and ethics in education policy 
  • Policy reform and morality
  • Professional ethics
  • The politics of assessment and ethics
  • Poststucturalism and schooling

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 4 - Quality Education
  • SDG 5 - Gender Equality
  • SDG 10 - Reduced Inequalities
  • SDG 13 - Climate Action
  • SDG 16 - Peace, Justice and Strong Institutions

Research area keywords

  • Assessment
  • Ethical Assessment
  • Educational Ethics
  • Assessment and Feedback
  • Teacher Practice
  • Teaching & Learning
  • Morality
  • Educational Theory and Policy (Especially In Relation To Schools)
  • policy analysis and effects on systems, staff and students
  • Professional Ethics

Collaborations and top research areas from the last five years

Recent external collaboration on country/territory level. Dive into details by clicking on the dots or