- Dr Christopher Blundell
- Lecturer in Assessment
Faculty of Education,
School of Teacher Education and Leadership
- Discipline *
- Curriculum and Pedagogy, Specialist Studies in Education
- +61 7 3138 3737
- +61 7 3138 3985
- View location details (QUT staff and student access only)
- Identifiers and profiles
PhD (Queensland University of Technology), Master of Education (Griffith University), Graduate Certificate of Education Studies (Griffith University), Bachelor of Education (Queensland University of Technology), Diploma of Education (Queensland University of Technology)
Christopher Blundell is a Lecturer, Faculty of Education, Queensland University of Technology, Australia. He teaches assessment and digital pedagogies units. Christopher plays a pivotal role in QUT international capacity building short courses for international partners.
Christopher also has 26 years experience as a secondary teacher, including 11 years as a deputy principal of a large, independent P-12 school. For 20 years, he contributed to curriculum development and assessment moderation processes with the Queensland Curriculum and Assessment Authority (QCAA), including 13 years as State Review Panel Chair for Earth Science. He also consulted on behalf of QCAA and Independent Schools Queensland on the draft national curriculum for Senior Earth and Environmental Science curriculum, written by the Australian Curriculum, Assessment and Reporting Authority. Christopher was an Expert Writing Team member for the new QCAA Earth and Environmental Science syllabus.
As an educator and researcher, Christopher has actively explored the role of digital technologies in pedagogy, learning, and assessment. Christopher’s research interests include:
- transformative professional learning using collaborative inquiry and design thinking
- the challenges of integrating digital technologies in teacher practice
- the interaction between pedagogies, curriculum and high-stakes assessment
- science and technology education.
For his PhD, Christopher conducted a case study of a team of teachers using collaborative inquiry to design new approaches for teaching and learning with digital technologies. The findings are significant because they, firstly, highlight the value of teachers using theoretical lenses to understand the complex influences on their practice, and secondly, identify the contributing factors to changes in practice. Implementing new approaches involved personal transformative learning for each teacher. This was shaped by prior practice, attitude to innovation, and willingness to explore new classroom roles, relationships and actions. Collaborative inquiry resulted in increased trust, openness and confidence.
Chris is unit coordinator for and teaches in two assessment units in the Bachelor of Education:
- EDB150 Secondary Assessment 1: Summative and Diagnostic Assessment
- LCB001 Assessment 2: Using Data to Inform Teaching.
For publications by this staff member, visit QUT ePrints, the University's research repository.