• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Educational Review >Towards an understanding of teacher judgement in the context of social moderation
【24h】

Towards an understanding of teacher judgement in the context of social moderation

机译：在社会适度背景下对教师判断力的理解

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Social moderation involves teachers gathering together to discuss their judgements of the quality of student work and to reach agreement regarding the standard awarded. This qualitative study conducted over a three-year period investigated the social practice of moderation and the influence on teachers’ judgements of students’ work. An initial survey of teachers’ understandings of moderation and standards, pre- and post-interviews of teachers who participated in the moderation meetings, observations of these meetings with a particular focus on one teacher (focus teachers) comprised the data collection methods. Data analysis involved organising, matching, coding, identifying patterns and themes using a constant comparative method. Socio-cultural theories of learning and assessment underpinned the approach to data analysis and proved helpful in explaining the diverse influences on teachers’ judgements beyond the task criteria, and the progressive development of shared understandings through engaging in professional discussions of students’ work. The study revealed that the process is not clear and linear and is influenced by factors such as the representation of the standards and the knowledge base of the teachers.View full textDownload full textKeywordssocial moderation, assessment, student evaluation, standards-based assessment, teacher judgementsRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00131911.2011.598919
机译：社会节制包括教师们聚集在一起，讨论他们对学生工作质量的判断，并就所授予的标准达成协议。这项为期三年的定性研究调查了节制的社会实践以及对教师对学生工作的判断的影响。对教师对调解和标准的理解的初步调查，对参加调解会议的教师的访谈前后，对这些会议的观察，特别是对一位教师（重点教师）的观察，都构成了数据收集方法。数据分析涉及使用恒定的比较方法来组织，匹配，编码，识别模式和主题。学习和评估的社会文化理论奠定了数据分析方法的基础，并被证明有助于解释超出任务标准的对教师判断的各种影响，以及通过参与对学生工作的专业讨论而逐渐形成的共识。研究表明，该过程不清晰且不线性，并且受诸如标准表示和教师知识库等因素的影响。查看全文下载全文关键词社交调节，评估，学生评估，基于标准的评估，教师判断相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/00131911.2011.598919

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号