The Nature of Teachers' Qualitative Judgements: A Matter of Context and Salience. Part Two: 'Out of Context' Judgements

This paper takes up the issue ofhow teachers makejudgements of primary students' writing. Once again, we examine the evidence base used by two teachers in their judgements, using qualitative techniques for mappingthe inter-relationships among the indexes that teachers rely on to formulate judgements. Of special interest in this paper is how the teachers enacted judgements of student writing in the absence of knowledge about the institutional and pedagogical settings in which the writing had been produced, and also without knowledge of the student writer. The authors recommend that readers consider the discussion andfindings offered in this paperin conjunction with paper CIne which precedes it.