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ERIC Number: ED234052
Record Type: RIE
Publication Date: 1983-Jun
Pages: 37
Abstractor: N/A
Reference Count: 0
A Descriptive Multimethod Study of Teacher Judgment during the Marking Process.
Whitmer, Sylvia Pratt
A study was designed to generate a description of 5 elementary school teachers' judgment processes during marking (of 152 students) across a school year. The findings support a model of the marking judgment constructed from the strategies and cues that emerged through analysis of marks, record books, and interviews. The model presents a three-phase process that was guided by procedural and contingency rules. Findings indicate that task completion is the primary focus of the judgment, with the criterion of completion having a variable weight. The marking judgment is bounded by the classroom, a conclusion which suggests that many past marking studies have made assumptions about marks that are inappropriate to the teacher judgment process. The study found that formative marks serve as a feedback mechanism but that summative and final marks do not. Although specific conclusions are tentative because of the small sample size, the model is useful as a heuristic to generate further discussion, deliberation, and research hypotheses. Tables displaying report data are included as is an appendix listing teacher attribution-utility categories. (Author/JMK)
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50).
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.