International Teacher Judgement Practices

Nonfiction, Reference & Language, Education & Teaching
Cover of the book International Teacher Judgement Practices by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781317308973
Publisher: Taylor and Francis Publication: October 2, 2017
Imprint: Routledge Language: English
Author:
ISBN: 9781317308973
Publisher: Taylor and Francis
Publication: October 2, 2017
Imprint: Routledge
Language: English

Human judgements underlie all assessments regarding the quality of students’ understandings, and such judgements are conceptually complex and elusive. The study of the complexity of the judgement process is in its infancy but clearly warrants further critical investigation. However, what is demonstrated from the wide variety of international teacher judgement practices presented in this volume is that teacher judgement requires a lot more than a set of standards, criteria and annotated examples. Understandings of assessment theory by pre-service teachers through to more experienced teachers, and opportunities for all to critically reflect and consider their judgements of student work, are vital. Teachers are struggling to maintain their interpretive freedom at the local, professional level in contexts where central policies promote standardisation or ‘regulation’ of judgement practice, for accountability purposes.

This book was originally published as a special issue of Assessment in Education: principles, policy & practice.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Human judgements underlie all assessments regarding the quality of students’ understandings, and such judgements are conceptually complex and elusive. The study of the complexity of the judgement process is in its infancy but clearly warrants further critical investigation. However, what is demonstrated from the wide variety of international teacher judgement practices presented in this volume is that teacher judgement requires a lot more than a set of standards, criteria and annotated examples. Understandings of assessment theory by pre-service teachers through to more experienced teachers, and opportunities for all to critically reflect and consider their judgements of student work, are vital. Teachers are struggling to maintain their interpretive freedom at the local, professional level in contexts where central policies promote standardisation or ‘regulation’ of judgement practice, for accountability purposes.

This book was originally published as a special issue of Assessment in Education: principles, policy & practice.

More books from Taylor and Francis

Cover of the book The Transformation of Urban Liberalism by
Cover of the book World Class by
Cover of the book Handbook of Research on Schools, Schooling and Human Development by
Cover of the book Education for Democratic Citizenship by
Cover of the book Social Work by
Cover of the book The Economic Basis of a Durable Peace (Routledge Revivals) by
Cover of the book Identity In Asian Literature by
Cover of the book Progress in Psychological Science around the World. Volume 1 Neural, Cognitive and Developmental Issues. by
Cover of the book The Social (Re)Production of Architecture by
Cover of the book The Case for Multinational Federalism by
Cover of the book Social Psychology and Theories of Consumer Culture by
Cover of the book Mechanistic Realism and US Foreign Policy by
Cover of the book Spanish New York Narratives 1898-1936 by
Cover of the book Borderland Politics in Northern India by
Cover of the book Warfighting and Disruptive Technologies by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy