Teachers Talking about Writing Assessment: Valuable Professional Learning?

Autor/in	Reid, Lesley
Titel	Teachers Talking about Writing Assessment: Valuable Professional Learning?
Quelle	In: Improving Schools, 10 (2007) 2, S.132-149 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480207077843
Schlagwörter	Stellungnahme; Writing Evaluation; Writing Tests; Program Effectiveness; Scoring; Interviews; Teacher Attitudes; Professional Continuing Education; Action Research; Staff Meetings; Grading; Achievement Rating; Foreign Countries; Focus Groups; Evaluation Research; United Kingdom + Suchen Sie Ihr Suchwort? Writing test; Schreibtest; Bewertung; Interviewing; Interviewtechnik; Lehrerverhalten; Berufsfeldbezogener Unterricht; Weiterbildung; Projektforschung; Pädagogische Konferenz; Notengebung; Schulnote; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Ausland; Evaluationsforschung; Großbritannien
Abstract	This article argues that the engagement of teachers in collaborative discussions about assessment can provide a fruitful context for valuable professional learning. It is of interest to those who provide Continuous Professional Development (CPD) opportunities for teachers and teachers themselves. It looks particularly at the value of writing assessment moderation meetings, where teachers aim to use exemplars of pupil work to arrive at commonly held understandings about pupil achievement. Teachers' views of participating in the process of assessment moderation were sought. In the case study, two rounds of semi-structured interviews were conducted by the researcher with a project team of one staff tutor and six teachers. Data from these interviews were supplemented by field notes from the project team meetings and a one day writing assessment moderation meeting which was attended by teacher representatives from 10 schools. The results have implications for the organization of assessment moderation meetings within and between primary and secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10