The Development of Teacher Assessment Identity through Participation in Online Moderation

Autor/in	Adie, Lenore
Titel	The Development of Teacher Assessment Identity through Participation in Online Moderation
Quelle	In: Assessment in Education: Principles, Policy & Practice, 20 (2013) 1, S.91-106 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2011.650150
Schlagwörter	Teacher Collaboration; Computer Mediated Communication; Educational Technology; Middle School Teachers; Foreign Countries; Student Evaluation; Evaluation Methods; Interviews; Surveys; Internet; Social Theories; Teacher Participation; Identification (Psychology); Professional Identity; Interpersonal Relationship; Australia + Suchen Sie Ihr Suchwort? Lehrerkooperation; Computerkonferenz; Unterrichtsmedien; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Ausland; Schulnote; Studentische Bewertung; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Gesellschaftstheorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Australien
Abstract	Teachers' professional conversations regarding the qualities evidenced in student work provide opportunities to develop a shared understanding of achievement standards. This research investigates social moderation conducted in a synchronous online mode as a specific form of professional conversation. The discussion considers the different factors that influenced these conversations which included the technologic medium of the meeting. The focus of the discussion is how participation in online moderation can support teachers to develop an assessment identity as one who works within a standards-based assessment system. Qualitative data were gathered from middle school teachers from different year levels, in different curriculum areas, in diverse geographic locations, and in a range of sociocultural contexts within Queensland, Australia. Analysis of the data through a sociocultural lens of becoming suggests that participation in online moderation, while challenging for teachers, can also provide opportunities to construct and to negotiate an identity as an assessor of student work. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10