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Evidence of teacher assessment work and its relationship to their assessment identity
Adie, Lenore Ellen Wyatt-Smith, Claire Maree Finch, Mary DeLuca, Christopher
Adie, Lenore Ellen
Wyatt-Smith, Claire Maree
Finch, Mary
DeLuca, Christopher
Abstract
This article presents evidence of teachers’ assessment work to further understandings of the notion of teacher assessment identity. Data are drawn from transcripts of fourteen teacher meetings involving forty Australian middle-school teachers. Using discourse analysis, we examine teacher talk of their assessment practices to distil underlying influences on collective and personal decisions and actions. Results reveal three main influences on assessment identity: the policy context; teacher collaborative networks that build shared understandings and promote self-confidence in grading decisions; and inclusion of targeted resources. The findings can be used in the continuous development of assessment practices across pre- and in-service teaching.
Keywords
Assessment identity, Teachers' work, Teacher judgment, Assessment literacy, Extended performance
Date
2024
Type
Journal article
Journal
Book
Volume
141
Issue
Page Range
1-10
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
© 2024 The Authors. Published by Elsevier Ltd.
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).