Examing how Teachers Judge Student Writing: An Australian Case Study
journal contribution
posted on 2023-05-17, 00:56authored byWyatt-Smith, C, Castleton, GE
This paper reports a 3-year (1999-2001) Australian study of teacher judgement of student writing. It analyses teachers' talk to discover how they arrive at such judgements. It focuses on the processes teachers use as they read and appraise student writing, as distinct from judgements recorded as numerical or letter grades. It identifies and discusses a set of data-based indexes the teachers rely on to constitute their judgement. In so doing, the 'global' standard-setting of external assessment (judging the quality of student work against stated standards), and the 'local' of teacher judgement (based on the richness of what teachers bring to the task) are reconsidered. This study notes how teacher judgement of student coursework may be intertwined with and shaped both by officially authorized curriculum materials, syllabus documents, and assessment practices, and by other essentially private, local ways of knowing.
History
Publication title
Journal of Curriculum Studies
Volume
37
Pagination
131-154
ISSN
0022-0272
Department/School
Faculty of Education
Publisher
Taylor & Francis Ltd
Place of publication
4 Park Square, Milton Park, Abingdon, England, Oxon, Ox14 4Rn
Rights statement
The definitive published version is available online at: http://www.tandf.co.uk/journals
Repository Status
Restricted
Socio-economic Objectives
Other education and training not elsewhere classified