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 International Encyclopedia of Terrorism by
Cover of the book A Cross Section of Nursing Research by
Cover of the book Reputational Challenges in Sport by
Cover of the book Colloquial Kazakh by
Cover of the book Visual Ethics by
Cover of the book The National Security of Small States in a Changing World by
Cover of the book Communicating Social Change by
Cover of the book Physicalism by
Cover of the book Law and the Politics of Memory by
Cover of the book Foreign Investment in the Petroleum and Mineral Industries by
Cover of the book Methodological Challenges in Nature-Culture and Environmental History Research by
Cover of the book Managing Education by
Cover of the book The Making of Psychohistory by
Cover of the book Macrosociology by
Cover of the book Global Politics 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