Loading...
The development of students' evaluative expertise : Enabling conditions for integrating criteria into pedagogic practice
Wyatt-Smith, Claire Maree Adie, Lenore Ellen
Wyatt-Smith, Claire Maree
Adie, Lenore Ellen
Abstract
This paper addresses a call for teachers to promote students’ knowledge of criteria and standards within curriculum domains for self-monitoring and improvement purposes. We present the case for students to develop, as part of their learning in content areas, the evaluative knowledge and expertise of the type that teachers bring to the classroom. The aim is to reduce trial-and-error learning by introducing approaches to systematically lessen student dependence on the teacher as the sole or primary source of feedback. In making the case, we draw on a range of salient, empirical projects conducted from 2005–2016 to illustrate key ideas for embedding criteria and standards into practice using what we refer to as ‘an inquiry mindset’ for teachers and students. Four enabling conditions to develop students’ evaluative expertise are proposed: (1) teachers’ assessment identities—dispositions; (2); students’ assessment identities; (3) the role of artefacts; and (4) social moderation. While learning and assessment are structured within the curriculum, taken-for-granted institutional practices, and policy fields, ‘assessment as critical inquiry’ recognises that teacher and student assessment identities, the associated assessment artefacts and opportunities for focussed discussion on the meaning of criteria and standards can work to either support or inhibit teaching and learning.
Keywords
assessment, judgement-making, criteria, assessment identity, evaluative expertise
Date
2021
Type
Journal article
Journal
Journal of Curriculum Studies
Book
Volume
53
Issue
4
Page Range
399-419
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open
Notes
© 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http:// creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.