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  • Reading for Assessment: How teachers ascribe meaning and value to student writing

    Author(s)
    Wyatt-Smith, Claire
    Griffith University Author(s)
    Wyatt-Smith, Claire M.
    Year published
    1999
    Metadata
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    Abstract
    This paper is about how teachers read student writing in the context of criteria-based assessment as it currently operates in secondary schools in Queensland, Australia. Throughout, the term 'reading' is understood to encompass responding to students' writing and assessing it for grading purposes. In the paper, attention focuses on different types of knowledge that teachers have available to them, including what is referred to metaphorically as 'knowledge files'. Of special interest are the ways in which knowledge files can be accessed to open up (or close down) pathways for reading student writing produced for assessment. ...
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    This paper is about how teachers read student writing in the context of criteria-based assessment as it currently operates in secondary schools in Queensland, Australia. Throughout, the term 'reading' is understood to encompass responding to students' writing and assessing it for grading purposes. In the paper, attention focuses on different types of knowledge that teachers have available to them, including what is referred to metaphorically as 'knowledge files'. Of special interest are the ways in which knowledge files can be accessed to open up (or close down) pathways for reading student writing produced for assessment. Also of interest is the interplay that occurs between stated assessment criteria, as supplied to students when they commence an assessable task, and other considerations that influence how teachers read and ascribe meaning and value to student papers.
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    Journal Title
    Assessment in Education: Principles, Policy and Practice
    Volume
    6(2)
    Publisher URI
    http://www.tandf.co.uk/journals/titles/0969594X.asp
    DOI
    https://doi.org/10.1080/09695949992874
    Copyright Statement
    © 1999 Taylor & Francis. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Specialist studies in education
    Education systems
    Publication URI
    http://hdl.handle.net/10072/25121
    Collection
    • Journal articles

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