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.
Descriptors: Writing Evaluation, Writing Instruction, Pedagogical Content Knowledge, State Legislation, Alternative Assessment, Decision Making, Student Evaluation, Scoring, Interrater Reliability, State Departments of Education, Faculty Development, Writing Tests, High Stakes Tests, Educational Change, Grade 4, Grade 7, Grade 9, Teacher Attitudes, Prior Learning, Scoring Rubrics, Mentors, Peer Relationship, Beginning Teachers, Experienced Teachers
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