The nature of teachers' qualitative judgements: A matter of context and salience Part One: 'in-context' judgements
Wyatt-Smith, Claire, Castleton, Geraldine, Freebody, Peter and Cooksey, Ray W.. (2003). The nature of teachers' qualitative judgements: A matter of context and salience Part One: 'in-context' judgements. Australian Journal of Language and Literacy. 26(2), pp. 11 - 32.
|Authors||Wyatt-Smith, Claire, Castleton, Geraldine, Freebody, Peter and Cooksey, Ray W.|
This paper and the one that follows report on how two teachers make judgements of primary students' writing. The evidence base used by the teachers in their judgements is analysed using qualitative techniques for mapping the inter-relationships among the various facets of students' performance, behaviours and attitudes. This approach makes it possible to examine and directly gauge the impact of evaluative frameworks that constitute the official, publicly available account of assessment as well as the contribution of otherwise implicit but nonetheless significant determinants of teachers' judgements. Of special interest in the first paper is how the teachers enact judgements as having local, point-in-time relevance for teaching and learning.
|Journal||Australian Journal of Language and Literacy|
|Journal citation||26 (2), pp. 11 - 32|
|Page range||11 - 32|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
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|Place of publication||Australia|
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