Assessment as judgment-in-context: Analysing how teachers evaluate students' writing
Cooksey, R. W. Freebody, P. Wyatt-Smith, Claire Maree
Cooksey, R. W.
Freebody, P.
Wyatt-Smith, Claire Maree
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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.
Keywords
Date
2007
Type
Journal article
Journal
Educational Research and Evaluation
Book
Volume
Issue
Page Range
401-434
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts