The centrality of teachers' judgement practice in assessment: A study of standards in moderation

Assessment in Education: Principles, Policy and Practice

Volumn 17, Issue 1, 2010, Pages 59-75

  Wyatt Smith, Claire ^a   Klenowski, Val ^b   Gunn, Stephanie ^a  

^a GRIFFITH UNIVERSITY   (Australia)

^b QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78149491092     PISSN: 0969594X     EISSN: 1465329X     Source Type: Journal    
DOI: 10.1080/09695940903565610     Document Type: Article

References (43)

1. Cooksey, R.W., P. Freebody, and C.M. Wyatt-Smith. 2007. Assessment as judgement-incontext: Analysing how teachers evaluate students' writing. Educational Research and Evaluation 13, no. 5: 401-434.
2. Cumming, J.J., C.M. Wyatt-Smith, J. Elkins, and M. Neville. 2006. Teacher judgement: Building an evidentiary base for quality literacy and numeracy education. Brisbane: Queensland Studies Authority.
3. Department of Education and the Arts. 2005. Queensland Curriculum, Assessment and Reporting Framework. Brisbane: Department of Education and the Arts, Queensland Government.
4. Education Queensland. 2002. The report of the Assessment and Reporting Taskforce. Brisbane: Department of Education.
5. Elwood, J., and V. Klenowski. 2002. Creating communities of shared practice: Assessment use in learning and teaching. Assessment and Evaluation in Higher Education 27, no. 3: 243-256.
6. Frederiksen, J.R., and B.Y. White. 2004. Designing assessments for instruction and accountability: An application of validity theory to assessing scientific inquiry. In Towards coherence between classroom assessment and accountability, The 103rd Yearbook of the National Society for the Study of Education Part 2, ed. M. Wilson, 74-104. Chicago: National Society for the Study of Education.
7. Freebody, P., and C. Wyatt-Smith. 2004. The assessment of literacy: working the zone between 'system' and 'site' validity. Journal of Educational Enquiry 5, no. 2: 30-49.
8. Gardner, J., ed. 2006. Assessment and learning. London: Sage Publications.
9. Gipps, C. 1994. Beyond testing: Towards a theory of educational assessment. London: Falmer.
10. Gipps, C. 1996. Assessment for learning. In Assessment in transition: Learning, monitoring and selection in international perspective, ed. A. Little and A. Wolf, 251-261. Oxford: Pergamon.
11. Gipps, C., and G. Stobart. 2003. Alternative assessment. In International handbook of evaluation ed. T. Kellaghan and D.L. Stufflebeam, 549-576. Dordrecht: Kluwer Academic Publishers.
12. Harlen, W. 2005. Teachers' summative practices and assessment for learning - tensions and synergies. The Curriculum Journal 16, no. 2: 207-223.
13. Hattie, J. 2005. What is the nature of evidence that makes a difference to learning? Paper presented at the Australian Council for Educational Research (ACER) Research Conference, August 7-9, in Melbourne, Victoria.
14. Hutchinson, C., and L. Hayward. 2005. The journey so far: assessment for learning in Scotland. The Curriculum Journal 16, no. 2: 225-248.
15. Kress, G. 1989. Linguistic processes in sociocultural practice. London: Oxford University Press.
16. Linn, R.L. 1993. Linking results of distinct assessment. Applied Measurement in Education 6, no. 1: 83-102.
17. Luke, A. 2003. After the marketplace: evidence, social science and educational research. Australian Educational Researcher 30, no. 2: 87-107.
18. Malone, L., L. De Lucchi, and K. Long. 2004. All things in moderation. Science and Children 41, no. 5: 30-34.
19. Matters, G. 2006. Good data, bad news, good policy making. Queensland Teachers Union Professional Magazine. October. Brisbane, Queensland: QTU.
20. Maxwell, G. 2001. Moderation of assessments in vocational education and training. Brisbane, Queensland: Department of Employment and Training.
21. Maxwell, G. 2002. Moderation of teacher judgements in student assessment. Discussion paper. Brisbane: Queensland School Curriculum Council.
22. Maxwell, G. 2006. Quality management of school-based assessments: Moderation of teacher judgements, paper presented at the 32nd International Association of Educational Assessment Conference, May 21-26, in Singapore.
23. Maxwell, G. 2007. Implications for moderation of proposed changes to senior secondary school syllabuses. Paper commissioned by the Queensland Studies Authority. Brisbane: Queensland Studies Authority.
24. O'Donovan, B., M. Price, and C. Rust. 2004. Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education 9, no. 3: 325-335.
25. Organisation for Economic and Cultural Development (OECD). 2005. Formative assessment: Improving learning in secondary classrooms. Paris: OECD.
26. Polanyi, M. 1966. The tacit dimension. London: Routledge and Kegan Paul.
27. Queensland Studies Authority. 2008. Year 6 English Teacher guidelines. http://www.qsa.qld.edu.au/assessment/3163.html (accessed April 7, 2008).
28. Sadler, D.R. 1985a. Subjectivity, objectivity, and teachers' qualitative judgements, discussion paper 5. Review of school-based assessment (ROSBA) - Discussion papers 1985-1987.
29. Brisbane: Board of Senior Secondary School Studies. Queensland Studies Authority. http://www.qsa.qld.edu.au/downloads/publications/research_qbssss_rosba_01.pdf.
30. Sadler, D.R. 1985b. The origins and functions of evaluative criteria. Educational Theory 35, no. 3: 285-297.
31. Sadler, D.R. 1987. Specifying and promulgating achievement standards. Oxford Review of Education 13, no. 2: 191-209.
32. Sadler, D.R. 1998. Formative assessment: Revisiting the territory. Assessment in Education 5, no. 1: 77-85.
33. Sadler, D.R. 1989. Formative assessment and the design of instructional systems. Instructional Science 18, no. 2: 119-144.
34. Shavelson, R.J., P.J. Black, D. Wiliam, and J. Coffey. 2004. On linking formative and summative functions in the design of large-scale assessment systems. Stanford University. http://www.stanford.edu/dept/SUSE/SEAL/Reports_Papers/On%20Aligning%20Formative%20and%20Summative%20Functions_Submit.doc (accessed May 3, 2007).
35. Shepard, L. 2000. The role of assessment in a learning culture. Educational Researcher 20, no. 7: 4-14.
36. Stake, R. 2004. Standards-based responsive evaluation. Thousand Oaks, CA: Sage.
37. Strachan, J. 2002. Assessment in change: Some reflections on the local and international background to the National Certificate of Educational Achievement (NCEA). New Zealand Annual Review of Education 11, no. 11: 245-262.
38. Voloshinov, V.N. 1986. Marxism and the philosophy of language. Cambridge, MA: Harvard University Press.
39. Wenger, E. 1998. Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.
40. Wilson, M., ed. 2004. Towards coherence between classroom assessment and accountability. The 103rd yearbook of the National Society for the Study of Education, Part 2. Chicago: Chicago University Press.
41. Wyatt-Smith, C.M., and S. Bridges. 2008. Meeting in the middle - assessment, pedagogy, learning and students at educational disadvantage. Final Evaluation Report for the Department of Education, Science and Training on Literacy and Numeracy in the Middle years of Schooling. Brisbane: Queensland Government, Department of Education and the Arts. Also available online at: http://education.qld.gov.au/literacy/docs/deewr-myp-finalreport.pdf.
42. Wyatt-Smith, C.M., S. Bridges, and M. Hedemann. 2008. A professional learning model for rethinking educational disadvantage: Partnerships for local and system networks. The Australian Educational Researcher 35, no. 3: 1-20.
43. Wyatt-Smith, C., and G. Castleton. 2005. Examining how teachers judge student writing: An Australian case study. Journal of Curriculum Studies 37, no. 2: 131-154.