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The nature of teachers' qualitative judgements: A matter of context and salience Part One: 'in-context' judgements
Wyatt-Smith, Claire Castleton, Geraldine Freebody, Peter Cooksey, Ray W.
Wyatt-Smith, Claire
Castleton, Geraldine
Freebody, Peter
Cooksey, Ray W.
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Abstract
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.
Keywords
Date
2003
Type
Journal article
Journal
Australian Journal of Language and Literacy
Book
Volume
26
Issue
2
Page Range
11-32
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
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DOI
Source URL
Event URL
Open Access Status
License
File Access
Controlled