Literaturnachweis - Detailanzeige
Autor/inn/en | McMahon, Suzanne; Jones, Ian |
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Titel | A Comparative Judgement Approach to Teacher Assessment |
Quelle | In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 3, S.368-389 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0969-594X |
DOI | 10.1080/0969594X.2014.978839 |
Schlagwörter | Foreign Countries; Teacher Evaluation; Teacher Attitudes; Summative Evaluation; Secondary School Students; Secondary School Teachers; Chemistry; Science Instruction; Secondary School Science; Comparative Analysis; Validity; Reliability; Correlation; Academic Achievement; Theory Practice Relationship; Laboratory Experiments; Peer Evaluation; Grading; Efficiency; Academic Standards; Ireland Ausland; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Sekundarschüler; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gültigkeit; Reliabilität; Korrelation; Schulleistung; Theorie-Praxis-Beziehung; Laboratory work; Laborarbeit; Notengebung; Schulnote; Effectiveness; Effektivität; Wirkungsgrad; Irland |
Abstract | We report one teacher's response to a top-down shift from external examinations to internal teacher assessment for summative purposes in the Republic of Ireland. The teacher adopted a comparative judgement approach to the assessment of secondary students' understanding of a chemistry experiment. The aims of the research were to investigate whether comparative judgement can produce assessment outcomes that are valid and reliable without producing undue workload for the teachers involved. Comparative judgement outcomes correlated as expected both with test marks and with existing student achievement data, supporting the validity of the approach. Further analysis suggested that teacher judgement privileged scientific understanding, whereas marking privileged factual recall. The estimated reliability of the outcome was acceptably high, but comparative judgement was notably more time-consuming than marking. We consider how validity and efficiency might be improved and the contributions that comparative judgement might offer to summative assessment, moderation of teacher assessment and peer assessment. (As Provided). |
Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |