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International Teacher Judgement Practices

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academic achievement standards
academic standards calibration
Assessable Elements
Assessment Identity
Assessment in Education
Assessment in Education: principles
assessment moderation
assessment theory
Category=JN
Category=JNA
Category=JNDH
Category=JNMT
Common Assessment Tasks
Consensus Moderation
consistency in educational evaluation
coursework
Education System
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eq_nobargain
eq_non-fiction
eq_society-politics
Grading Studies
Higher Order Criterion
Human judgements
international teacher judgement practices
Judgement Decisions
Judgement Practice
judgement process
Large Scale Summative Assessment
Non-achievement Factors
Online Moderation
Performance Assessment
policy & practice
Post Pre Post Pre Post
Pre Post Pre Post Pre
pre-service assessment education
Previous Students
professional judgement theory
regulation of judgement practice
Scottish Government 2010a
Single Assessment Task
standardisation
Standards Based Assessment System
Student's Report Card
Student’s Report Card
Summative Assessment
summative assessment practices
Te Ch
teacher assessment identity
Teacher Candidates
Teacher Grading Practices
Teacher Judgement

Product details

  • ISBN 9781138302433
  • Weight: 300g
  • Dimensions: 174 x 246mm
  • Publication Date: 12 Jan 2018
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

Human judgements underlie all assessments regarding the quality of students’ understandings, and such judgements are conceptually complex and elusive. The study of the complexity of the judgement process is in its infancy but clearly warrants further critical investigation. However, what is demonstrated from the wide variety of international teacher judgement practices presented in this volume is that teacher judgement requires a lot more than a set of standards, criteria and annotated examples. Understandings of assessment theory by pre-service teachers through to more experienced teachers, and opportunities for all to critically reflect and consider their judgements of student work, are vital. Teachers are struggling to maintain their interpretive freedom at the local, professional level in contexts where central policies promote standardisation or ‘regulation’ of judgement practice, for accountability purposes.

This book was originally published as a special issue of Assessment in Education: principles, policy & practice.

About
Val Klenowski is Professor of Education at the Queensland University of Technology in Brisbane, Australia. Her research interests and publications are in the fields of curriculum change, evaluation, assessment and learning. She has international recognition for her work on standards and moderation, classroom assessment, portfolio use for learning and assessment, equity and assessment. She is the author of Assessment for Education: Standards, Judgement and Moderation (with Claire Wyatt-Smith, 2013).