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This paper reports a 3‐year (1999–2001) Australian study of teacher judgement of student writing. It analyses teachers' talk to discover how they arrive at such judgements. It focuses on the processes teachers use as they read and appraise student writing, as distinct from judgements recorded as numerical or letter grades. It identifies and discusses a set of data‐based indexes the teachers rely on to constitute their judgement. In so doing, the ‘global’ standard‐setting of external assessment (judging the quality of student work against stated standards), and the ‘local’ of teacher judgement (based on the richness of what teachers bring to the task) are reconsidered. This study notes how teacher judgement of student coursework may be intertwined with and shaped both by officially authorized curriculum materials, syllabus documents, and assessment practices, and by other essentially private, local ways of knowing. 相似文献
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This paper is about how teachers read student writing in the context of criteria-based assessment as it currently operates in secondary schools in Queensland, Australia. Throughout, the term 'reading' is understood to encompass responding to students' writing and assessing it for grading purposes. In the paper, attention focuses on different types of knowledge that teachers have available to them, including what is referred to metaphorically as 'knowledge files'. Of special interest are the ways in which knowledge files can be accessed to open up (or close down) pathways for reading student writing produced for assessment. Also of interest is the interplay that occurs between stated assessment criteria, as supplied to students when they commence an assessable task, and other considerations that influence how teachers read and ascribe meaning and value to student papers. 相似文献
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1我已经不记得手写体的大写字母“Z”是如何写的了。剩下的字母我写得不是歪歪倒倒就是生硬呆板,我的字总是歪七扭八地斜向各处。这并非缺乏尝试。在小学里,有些女孩让人无法容忍,她们用粉红色铅笔画一个小小的圆圈来代替“i”上那一点,我就是那些女孩中的一员。我曾尝试了各种字体,曾经有段时期我甚至花时间去练习写双层的“a”,就是那种在许多字体中出现过的有突出部分的花体字。 相似文献
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CLAIRE PLANEL 《比较教育学》1997,33(3):349-373
This ethnographic study attempts to define English and French cultural and educational values in primary school. It is maintained that pupil attitudes to education are derived from pupils' sociocultural backgrounds and that pupil attitudes predispose pupils to learning. Pupils interpret both what and how they learn through the medium of the culture to which they belong. English and French educational values are identified through classroom observation, teacher discourse and pupil perceptions. The comparative approach allows the contrastive characteristics inherent in each country's culture to emerge. It is argued that pupil understanding of such educational values as authority, thought or 'la pensee', control over learning and educational goals and how to achieve them are related to national culture and that they have an effect on pupil motivation. The paper is both an example of and an exploration into how culture may affect learning. It suggests that cultural values are more significant for learning than pedagogical styles as it argues that underlying educational values give meaning to styles of pedagogy. 相似文献
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Through a comparison of the beliefs, goals and teaching methods adopted by primary school teachers working in areas of disadvantage in England and France, this paper considers how the education systems of the two countries resolve the dilemmas involved in providing educational opportunities to children of all social class backgrounds. Traditionally, the centralised French system, strongly influenced by a republican ideological tradition, has adopted a policy of equal entitlement and equal treatment for all, while the English system has enshrined the notion of differentiated teaching according to the perceived needs of the child. In research carried out before recent reforms, significant differences were found in the goals which inner city teachers set themselves in the two countries. Recent follow-up research indicates the continued central importance of teachers' values in the light of strong external pressure to change. 相似文献
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A sample of National Certified Counselors preferred a collegial, relationship-oriented supervisor and a supervision emphasis on conceptual, personalization, and process skills. Only postdegree supervision experience was related to these preferences. 相似文献
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