Ilana Finefter-Rosenbluh is a 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 schools and higher 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, she 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 schooling and the teaching profession in independent schools and a study on the assessment related-ethical predicaments experienced by teachers. 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. Unpacking 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, Youth & Society, Cambridge Journal of Education, Oxford Review of Education 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.

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