ERIC Number: EJ1255861
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1837-6290
EISSN: N/A
"The Pay Is Not Worth It but It Is Excellent PD": Australian Teachers' Perspectives on Doing Large-Scale Marking
Reinertsen, Nathanael
Issues in Educational Research, v30 n2 p655-672 2020
Anecdotally, teachers take up opportunities to mark large-scale assessments because they are told by colleagues that it is 'good PD'. Assertions about the value of marking are passed along with little question. However, research into the benefits of participating as a marker in large-scale marking has not been conducted in the Australian context. This paper reports the results of an online survey of Australian teachers (N=43) about their participation in large-scale marking in order to examine whether the research that has been conducted internationally is likely to be generalisable to Australia. The responses to the survey are described and then compared with four main areas of benefit identified in the literature. It found that Australian teachers' views of large-scale marking are similar to those of their international colleagues, and that teachers report a broad and varied range of benefits. Additionally, it was found that survey respondents identified a range of costs and drawbacks of marking that have not been reported in the literature, but that in spite of these the respondents would still recommend the experience to other teachers.
Descriptors: Foreign Countries, Teacher Attitudes, Measurement, Professional Development, Grading, Assessment Literacy, Expectation, Teacher Competencies, Elementary School Teachers, Secondary School Teachers, Experienced Teachers, Time Management, Emotional Response, Affordances
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A