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Examing how Teachers Judge Student Writing: An Australian Case Study

journal contribution
posted on 2023-05-17, 00:56 authored by Wyatt-Smith, C, Castleton, GE
This paper reports a 3-year (1999-2001) Australian study of teacher judgement of student writing. It analyses teachers' talk to discover how they arrive at such judgements. It focuses on the processes teachers use as they read and appraise student writing, as distinct from judgements recorded as numerical or letter grades. It identifies and discusses a set of data-based indexes the teachers rely on to constitute their judgement. In so doing, the 'global' standard-setting of external assessment (judging the quality of student work against stated standards), and the 'local' of teacher judgement (based on the richness of what teachers bring to the task) are reconsidered. This study notes how teacher judgement of student coursework may be intertwined with and shaped both by officially authorized curriculum materials, syllabus documents, and assessment practices, and by other essentially private, local ways of knowing.

History

Publication title

Journal of Curriculum Studies

Volume

37

Pagination

131-154

ISSN

0022-0272

Department/School

Faculty of Education

Publisher

Taylor & Francis Ltd

Place of publication

4 Park Square, Milton Park, Abingdon, England, Oxon, Ox14 4Rn

Rights statement

The definitive published version is available online at: http://www.tandf.co.uk/journals

Repository Status

  • Restricted

Socio-economic Objectives

Other education and training not elsewhere classified

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