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Examining how teachers judge student writing: an Australian case study.

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Title: Examining how teachers judge student writing: an Australian case study.
Authors: WYATT–SMITH, CLAIRE (AUTHOR), CASTLETON, GERALDINE (AUTHOR)
Source: Journal of Curriculum Studies. Mar2005, Vol. 37 Issue 2, p131-154. 24p.
Subject Terms: *Grading of students, *Teachers, *Students, *Teaching aids, *Curriculum, *School employees
Abstract: This paper reports a 3-year (1999-2001) Australian study of teacher judgement of student writing. It analyses teachers' talk to discover how they arrive at such judgements. It focuses on the processes teachers use as they read and appraise student writing, as distinct from judgements recorded as numerical or letter grades. It identifies and discusses a set of data-based indexes the teachers rely on to constitute their judgement. In so doing, the 'global' standard-setting of external assessment (judging the quality of student work against stated standards), and the 'local' of teacher judgement (based on the richness of what teachers bring to the task) are reconsidered. This study notes how teacher judgement of student coursework may be intertwined with and shaped both by officially authorized curriculum materials, syllabus documents, and assessment practices, and by other essentially private, local ways of knowing. [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
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  Data: Examining how teachers judge student writing: an Australian case study.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Mar2005, Vol. 37 Issue 2, p131-154. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22School+employees%22">School employees</searchLink>
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  Label: Abstract
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  Data: This paper reports a 3-year (1999-2001) Australian study of teacher judgement of student writing. It analyses teachers' talk to discover how they arrive at such judgements. It focuses on the processes teachers use as they read and appraise student writing, as distinct from judgements recorded as numerical or letter grades. It identifies and discusses a set of data-based indexes the teachers rely on to constitute their judgement. In so doing, the 'global' standard-setting of external assessment (judging the quality of student work against stated standards), and the 'local' of teacher judgement (based on the richness of what teachers bring to the task) are reconsidered. This study notes how teacher judgement of student coursework may be intertwined with and shaped both by officially authorized curriculum materials, syllabus documents, and assessment practices, and by other essentially private, local ways of knowing. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  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.)
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        Value: 10.1080/0022027032000242887
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        Text: English
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      – SubjectFull: Grading of students
        Type: general
      – SubjectFull: Teachers
        Type: general
      – SubjectFull: Students
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      – SubjectFull: Teaching aids
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              Text: Mar2005
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