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ERIC Number: EJ986614
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 26
ISSN: ISSN-0332-3315
Interpreting Examiners' Annotations on Examination Papers: A Sociocultural Analysis
Johnson, Martin; Shaw, Stuart
Irish Educational Studies, v31 n4 p467-485 2012
In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems. (Contains 3 figures, 4 tables and 4 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland; United Kingdom; United Kingdom (England); United Kingdom (Northern Ireland); United Kingdom (Wales)