Cooksey Ray W., Freebody Peter & Wyatt-Smith Claire (2007). Â« Assessment as Judgment-in-Context : Analysing how teachers evaluate students' writing Â». Educational Research and Evaluation, vol. 13, nÂ° 5, p. 401–434. ISSN 1380-3611. En ligne : <http://dx.doi.org/10.1080/13803610701728311>.
Added by: Feyfant Annie (18 Aug 2014 15:02:11 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 1380-3611
BibTeX citation key: Cooksey2007
Subcategories: Ă‰valuation des Ă©lĂ¨ves
Keywords: Ă©criture, enseignant, Ă©valuation des Ă©lĂ¨ves
Creators: Cooksey, Freebody, Wyatt-Smith
Collection: Educational Research and Evaluation
Views index: 29%
Popularity index: 7.25%
|URLs http://dx.doi.org/ ... /13803610701728311|
In this paper, we analyse teachers' judgments of students' written texts. We document how teachers use evidence in ways that depend both on their knowledge of the students and on the assessment framework they need to use. We analyse teachers' judgments by contrasting the structures of assessments made using teachers' normal classroom judgment processes with those made using an external set of â€śbenchmarkâ€ť standards. We show how the tension between demands for system-wide assessment validity and localised contextually sensitive site validity impacts on the richness and consistency of the judgment processes. We conclude that current understandings of teacher judgment processes that operate in everyday assessment practices generally fail to account for the complexity and dynamism of this routine classroom activity. Furthermore, we demonstrate that the methodology of judgment analysis, combined with think-aloud protocols, has the potential to shed light on the complexities associated with the operation of judgment in educational assessment.
Added by: Feyfant Annie