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Examing how Teachers Judge Student Writing: An Australian Case Study

Citation

Wyatt-Smith, C and Castleton, GE, Examing how Teachers Judge Student Writing: An Australian Case Study, Journal of Curriculum Studies, 37, (2) pp. 131-154. ISSN 0022-0272 (2005) [Refereed Article]


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Copyright Statement

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

Official URL: http://www.tandf.co.uk/journals

DOI: doi:10.1080/0022027032000242887

Abstract

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.

Item Details

Item Type:Refereed Article
Keywords:teacher, student, writing assessment, judging
Research Division:Education
Research Group:Other Education
Research Field:Education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other Education and Training
Objective Field:Education and Training not elsewhere classified
Author:Castleton, GE (Associate Professor Geraldine Castleton)
ID Code:59743
Year Published:2005
Web of Science® Times Cited:10
Deposited By:Education
Deposited On:2009-12-16
Last Modified:2015-06-23
Downloads:0

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