Assessment as Judgment-in-Context: Analysing How Teachers Evaluate Students' Writing

Autor/inn/en	Cooksey, Ray W.; Freebody, Peter; Wyatt-Smith, Claire
Titel	Assessment as Judgment-in-Context: Analysing How Teachers Evaluate Students' Writing
Quelle	In: Educational Research and Evaluation, 13 (2007) 5, S.401-434 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Educational Assessment; Validity; Teacher Attitudes; Student Writing Models; Writing (Composition); Multiple Regression Analysis; Cognitive Processes; Protocol Analysis; Grading; Cues; Foreign Countries; Primary Education; Australia + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Gültigkeit; Lehrerverhalten; Schreibübung; Cognitive process; Kognitiver Prozess; Notengebung; Schulnote; Stichwort; Ausland; Primarbereich; Australien
Abstract	In this paper, we analyse teachers' judgments of students' written texts. We document how teachers use evidence in ways that depend both on their knowledge of the students and on the assessment framework they need to use. We analyse teachers' judgments by contrasting the structures of assessments made using teachers' normal classroom judgment processes with those made using an external set of "benchmark" standards. We show how the tension between demands for system-wide assessment validity and localised contextually sensitive site validity impacts on the richness and consistency of the judgment processes. We conclude that current understandings of teacher judgment processes that operate in everyday assessment practices generally fail to account for the complexity and dynamism of this routine classroom activity. Furthermore, we demonstrate that the methodology of judgment analysis, combined with think-aloud protocols, has the potential to shed light on the complexities associated with the operation of judgment in educational assessment. (Contains 3 figures, 6 tables and 12 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10