The Construction of the Teacher as Expert Assessor

Autor/inn/en	Adie, Lenore; Stobart, Gordon; Cumming, Joy
Titel	The Construction of the Teacher as Expert Assessor
Quelle	In: Asia-Pacific Journal of Teacher Education, 48 (2020) 4, S.436-453 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adie, Lenore) ORCID (Cumming, Joy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2019.1633623
Schlagwörter	Teacher Role; Evaluators; Expertise; Assessment Literacy; Standards; Foreign Countries; Professional Development; Teacher Effectiveness; Alignment (Education); Feedback (Response); Teaching Experience; Student Evaluation; Australia + Suchen Sie Ihr Suchwort? Lehrerrolle; Expert appraisal; Standard; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulnote; Studentische Bewertung; Australien
Abstract	Professional standards are increasingly being used internationally as the basis of teacher performance and as a mechanism to progress teacher quality. Concurrently, teacher assessment practices continue to be highlighted in many countries as an area in need of further professional development. In this paper, we analyse the assessment focus within the Australian Professional Standards for Teachers (APSTs), as an example of one nation's articulation of the expected performance and development of assessment literacies across a teaching career. Through a conceptual framework of proficiency progression based on the work of researchers such as Dreyfus and Dreyfus, we employ text analysis and a visualisation methodology to explore meanings and patterns in Standard 5: "Assess, provide feedback and report on student learning." Using diagrammatic representations, we show the relationships between terms in the APST statements and how progression of expertise is constructed. The analysis identifies the areas of alignment between the APSTs and the proficiency framework, as well as the areas where the APSTs could be improved and could be more reflective of models of proficiency progression. We offer suggestions for advancing the description of professional standards to encapsulate models of proficiency in efforts to meet the expectations for assessment literate teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01