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dc.contributor.authorFreebody, Peteren_US
dc.contributor.authorW. Cooksey, Rayen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.date.accessioned2017-04-04T16:41:09Z
dc.date.available2017-04-04T16:41:09Z
dc.date.issued2007en_US
dc.date.modified2009-08-17T22:20:39Z
dc.identifier.issn13803611en_US
dc.identifier.doi10.1080/13803610701728311en_AU
dc.identifier.urihttp://hdl.handle.net/10072/18633
dc.description.abstractIn 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 ''benchmark'' standards. We show how the tension between demands for systemwide 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeUKen_US
dc.publisher.urihttp://www.informaworld.com/smpp/title~db=all~content=t714592776en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom401en_US
dc.relation.ispartofpageto434en_US
dc.relation.ispartofissue5en_AU
dc.relation.ispartofjournalEducational Research and Evaluationen_US
dc.relation.ispartofvolume13en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchcode330109en_US
dc.titleAssessment as Judgement-in-Context: Analysing how teachers evaluate students' writingen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.rights.copyrightCopyright 2007 Taylor & Francis. Please refer to the journal link for access to the definitive, published version.en_AU
gro.date.issued2007
gro.hasfulltextNo Full Text


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