Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/3003
Title: Assessment as Judgement-in-Context: Analysing how teachers evaluate students' writing
Contributor(s): Cooksey, Ray Wagner (author); Freebody, Peter (author); Wyatt-Smith, Claire (author)
Publication Date: 2007
DOI: 10.1080/13803610701728311
Handle Link: https://hdl.handle.net/1959.11/3003
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.
Publication Type: Journal Article
Source of Publication: Educational Research and Evaluation: An International Journal on Theory and Practice, 13(5), p. 401-434
Publisher: Routledge
Place of Publication: London, UK
ISSN: 1380-3611
Field of Research (FOR): 130303 Education Assessment and Evaluation
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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