ERIC Number: EJ1443353
Record Type: Journal
Publication Date: 2024-Nov
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0311-6999
EISSN: EISSN-2210-5328
Mediating Teachers' Assessment Work
Australian Educational Researcher, v51 n5 p1979-1999 2024
This paper presents research that examined teacher talk about moderation of English, mathematics and science assessment across Years 4, 6 and 8 as part of a broader inquiry into the use of scaled exemplars to support consistency of teacher judgement. The paper draws on Dorothy E Smith's sociological work, including the process of mapping textual connections to research everyday practices. We illustrate how moderation activities were shaped by systemic policy and related documents. We further illustrate how teachers used artefacts that they were created as part of the research project to leverage the value of moderation discussions. In the project, teachers generated artefacts that were written commentaries or texts explicating their judgement decisions (cognitive commentaries). Our analysis demonstrates how teachers then took these cognitive commentaries and independently embedded them into their everyday work. Teachers described how they used the artefacts in their moderation discussions as a means of improving their own practice, as well as their students' learning. We argue that when teachers are provided with the time and space to share their assessment and pedagogic knowledge and practice with school colleagues, including via cognitive commentaries, they are able to expand their field of professional impact and build their professional knowledge and practice.
Descriptors: Grade 4, Grade 6, Grade 8, Language Arts, Sciences, Mathematics, Evaluation, Teaching Methods, Evaluation Methods, Pedagogical Content Knowledge, Elementary School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 6; Middle Schools; Grade 8; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A