ERIC Number: EJ1009265
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0969-594X
EISSN: N/A
Available Date: N/A
Teachers' Professional Judgement in Assessment: A Cognitive Act and a Socially Situated Practice
Allal, Linda
Assessment in Education: Principles, Policy & Practice, v20 n1 p20-34 2013
This paper presents a study of teachers' professional judgement in the area of summative assessment. It adopts a situated perspective on assessment practices in classroom and school settings. The study is based on interviews with 10 sixth-grade teachers and on the assessment documents they used when determining end-of-term grades in students' report cards. The main findings from qualitative data analysis highlight both the individual cognitive and the socially situated aspects of teachers' judgements. The findings are discussed with respect to three levels of teacher judgement and the implications for activities of social moderation. (Contains 1 note.)
Descriptors: Summative Evaluation, Educational Practices, Interviews, Grade 6, Decision Making Skills, Decision Making, Executive Function, Teacher Attitudes, Grading, Student Evaluation, Evaluation Criteria, Foreign Countries, Institutional Characteristics, Report Cards, Portfolios (Background Materials), Collegiality, Case Studies, Professional Identity, Academic Standards, Evaluative Thinking
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Grant or Contract Numbers: N/A
Author Affiliations: N/A