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The Nature of Teachers' Qualitative Judgements: A Matter of Context and Salience. Part one: 'in-context' judgements

Citation

Wyatt-Smith, C and Castleton, GE and Freebody, P and Cooksey, R, The Nature of Teachers' Qualitative Judgements: A Matter of Context and Salience. Part one: 'in-context' judgements, Australian Journal of Language and Literacy, 26, (2) pp. 11-32. ISSN 1038-1562 (2003) [Refereed Article]


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Copyright 2003 ALEA

Official URL: http://www.alea.edu.au/

Abstract

This paper reports 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.

Item Details

Item Type:Refereed Article
Keywords:teacher, primary students, writing, judgement
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:59747
Year Published:2003
Deposited By:Education
Deposited On:2009-12-16
Last Modified:2013-01-29
Downloads:0

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