Teachers Using Annotations to Engage Students in Assessment Conversations: Recontextualising Knowledge

Autor/inn/en	Willis, Jill; Adie, Lenore
Titel	Teachers Using Annotations to Engage Students in Assessment Conversations: Recontextualising Knowledge
Quelle	In: Curriculum Journal, 25 (2014) 4, S.495-515 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2014.968599
Schlagwörter	Educational Assessment; Student Evaluation; Documentation; Elementary School Teachers; Learning; Qualitative Research; Focus Groups; Interviews; Case Studies; Scoring Rubrics; Curriculum Development; Standards; Elementary School Students; Teacher Collaboration; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Schulnote; Studentische Bewertung; Dokumentation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernen; Qualitative Forschung; Interviewing; Interviewtechnik; Case study; Fallstudie; Case Study; Scoring formulas; Auswertungsbogen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Standard; Lehrerkooperation; Ausland; Australien
Abstract	Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10