Literaturnachweis - Detailanzeige
| Autor/inn/en | Humphry, Stephen Mark; Heldsinger, Sandy |
|---|---|
| Titel | A Two-Stage Method for Classroom Assessments of Essay Writing |
| Quelle | In: Journal of Educational Measurement, 56 (2019) 3, S.505-520 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0022-0655 |
| DOI | 10.1111/jedm.12223 |
| Schlagwörter | Essays; Elementary School Students; Writing (Composition); Writing Evaluation; Elementary School Teachers; Persuasive Discourse; Achievement Rating; Interrater Reliability; Expertise |
| Abstract | To capitalize on professional expertise in educational assessment, it is desirable to develop and test methods of rater-mediated assessment that enable classroom teachers to make reliable and informative judgments. Accordingly, this article investigates the reliability of a two-stage method used by classroom teachers to assess primary school students' persuasive writing. Stage 1 involves pairwise comparisons and stage 2 involves rating against calibrated exemplars from stage 1 plus performance descriptors. A high level of interrater reliability among teachers was obtained. This is consistent with previous evidence that the two-stage method is a viable classroom assessment method without extensive training and moderation. Implications for assessment practices in education are discussed with a focus on the widely expressed desire to value professional expertise. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
