The development of students' evaluative expertise: enabling conditions for integrating criteria into pedagogic practice.
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| Title: | The development of students' evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. |
|---|---|
| Authors: | Wyatt-Smith, Claire1 claire.wyatt-smith@acu.edu.au, Adie, Lenore1 |
| Source: | Journal of Curriculum Studies. Aug2021, Vol. 53 Issue 4, p399-419. 21p. 1 Black and White Photograph, 1 Diagram, 1 Chart. |
| Subject Terms: | *Student self-evaluation, *Self-evaluation, *Teacher-student relationships, *Curriculum research, Self-monitoring (Psychology) |
| Abstract: | This paper addresses a call for teachers to promote students' knowledge of criteria and standards within curriculum domains for self-monitoring and improvement purposes. We present the case for students to develop, as part of their learning in content areas, the evaluative knowledge and expertise of the type that teachers bring to the classroom. The aim is to reduce trial-and-error learning by introducing approaches to systematically lessen student dependence on the teacher as the sole or primary source of feedback. In making the case, we draw on a range of salient, empirical projects conducted from 2005–2016 to illustrate key ideas for embedding criteria and standards into practice using what we refer to as 'an inquiry mindset' for teachers and students. Four enabling conditions to develop students' evaluative expertise are proposed: (1) teachers' assessment identities—dispositions; (2); students' assessment identities; (3) the role of artefacts; and (4) social moderation. While learning and assessment are structured within the curriculum, taken-for-granted institutional practices, and policy fields, 'assessment as critical inquiry' recognises that teacher and student assessment identities, the associated assessment artefacts and opportunities for focussed discussion on the meaning of criteria and standards can work to either support or inhibit teaching and learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 151455577 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The development of students' evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Wyatt-Smith%2C+Claire%22">Wyatt-Smith, Claire</searchLink><relatesTo>1</relatesTo><i> claire.wyatt-smith@acu.edu.au</i><br /><searchLink fieldCode="AR" term="%22Adie%2C+Lenore%22">Adie, Lenore</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Aug2021, Vol. 53 Issue 4, p399-419. 21p. 1 Black and White Photograph, 1 Diagram, 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+self-evaluation%22">Student self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+research%22">Curriculum research</searchLink><br /><searchLink fieldCode="DE" term="%22Self-monitoring+%28Psychology%29%22">Self-monitoring (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper addresses a call for teachers to promote students' knowledge of criteria and standards within curriculum domains for self-monitoring and improvement purposes. We present the case for students to develop, as part of their learning in content areas, the evaluative knowledge and expertise of the type that teachers bring to the classroom. The aim is to reduce trial-and-error learning by introducing approaches to systematically lessen student dependence on the teacher as the sole or primary source of feedback. In making the case, we draw on a range of salient, empirical projects conducted from 2005–2016 to illustrate key ideas for embedding criteria and standards into practice using what we refer to as 'an inquiry mindset' for teachers and students. Four enabling conditions to develop students' evaluative expertise are proposed: (1) teachers' assessment identities—dispositions; (2); students' assessment identities; (3) the role of artefacts; and (4) social moderation. While learning and assessment are structured within the curriculum, taken-for-granted institutional practices, and policy fields, 'assessment as critical inquiry' recognises that teacher and student assessment identities, the associated assessment artefacts and opportunities for focussed discussion on the meaning of criteria and standards can work to either support or inhibit teaching and learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151455577 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/00220272.2019.1624831 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 399 Subjects: – SubjectFull: Student self-evaluation Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Curriculum research Type: general – SubjectFull: Self-monitoring (Psychology) Type: general Titles: – TitleFull: The development of students' evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Wyatt-Smith, Claire – PersonEntity: Name: NameFull: Adie, Lenore IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00220272 Numbering: – Type: volume Value: 53 – Type: issue Value: 4 Titles: – TitleFull: Journal of Curriculum Studies Type: main |
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