ERIC Number: EJ803218
Record Type: Journal
Publication Date: 2007
Abstractor: As Provided
Reference Count: 17
Teachers Talking about Writing Assessment: Valuable Professional Learning?
Improving Schools, v10 n2 p132-149 2007
This article argues that the engagement of teachers in collaborative discussions about assessment can provide a fruitful context for valuable professional learning. It is of interest to those who provide Continuous Professional Development (CPD) opportunities for teachers and teachers themselves. It looks particularly at the value of writing assessment moderation meetings, where teachers aim to use exemplars of pupil work to arrive at commonly held understandings about pupil achievement. Teachers' views of participating in the process of assessment moderation were sought. In the case study, two rounds of semi-structured interviews were conducted by the researcher with a project team of one staff tutor and six teachers. Data from these interviews were supplemented by field notes from the project team meetings and a one day writing assessment moderation meeting which was attended by teacher representatives from 10 schools. The results have implications for the organization of assessment moderation meetings within and between primary and secondary schools.
Descriptors: Writing Evaluation, Writing Tests, Program Effectiveness, Scoring, Interviews, Teacher Attitudes, Professional Continuing Education, Action Research, Staff Meetings, Grading, Achievement Rating, Foreign Countries, Focus Groups, Evaluation Research
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom