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ERIC Number: EJ1374401
Record Type: Journal
Publication Date: 2022
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-1559-9035
The Influences of Teacher Knowledge on Qualitative Writing Assessment
Cato, Heather; Walker, Katie
Journal of Language and Literacy Education, v18 n2 Fall 2022
Standardized testing and accountability are currently unavoidable components of Texas Public Education. Through years of push-back, parents and educators have demanded that Texas consider alternative testing options that would reduce the high-stakes testing burden on students and schools. In 2015, the State of Texas passed legislation requiring the Texas Education Agency (TEA) to undertake a study of authentic writing assessment. This paper draws on data from a larger qualitative study to illustrate the complexity of teacher decision-making in the assessment process, provides further consideration into the influences of scoring calibration such as teacher knowledge, and highlights the need for intentionally designed professional learning about scoring as a means to mitigate differences and ultimately improve inter-rater reliability.
Department of Language and Literacy Education at the University of Georgia. 315 Aderhold Hall, Athens, GA 30602. Tel: 706-542-7866; Fax: 706-542-3817; e-mail: jolle@uga.edu; Web site: http://jolle.coe.uga.edu
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 7; Junior High Schools; Middle Schools; Secondary Education; Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A