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Assessment in Education: Principles, Policy & Practice Volume 20, 2013 - Issue 1: Moderation Practice and Teacher Judgement
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Articles

Teachers’ professional judgement in assessment: a cognitive act and a socially situated practice

Linda Allal Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, SwitzerlandCorrespondence[email protected]
Pages 20-34 | Received 31 Jan 2012, Accepted 01 Oct 2012, Published online: 05 Nov 2012

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Jiahui Luo & Cecilia Ka Yuk Chan. (2023) Exploring the process of evaluative judgement: the case of engineering students judging intercultural competence. Assessment & Evaluation in Higher Education 48:7, pages 951-965.
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Marit Skarbø Solem, Anne Marie Dalby Landmark, Elizabeth Stokoe & Karianne Skovholt. (2023) Assessment in practice: achieving joint decisions in oral examination grading conversations. Scandinavian Journal of Educational Research 0:0, pages 1-18.
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Sarah Wellberg. (2023) Show your work: secondary mathematics teachers’ use of computational test items before and during distance learning. Research in Mathematics Education 25:3, pages 379-402.
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Audrey Doyle. (2023) Disturbing the teacher’s role as assessor: the case of calculated grades 2020–2021 in Ireland. Irish Educational Studies 0:0, pages 1-24.
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Sarah Wellberg. (2023) Teacher-made tests: why they matter and a framework for analysing mathematics exams. Assessment in Education: Principles, Policy & Practice 30:1, pages 53-75.
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Nicole Barnes, Catherine M. Brighton, Helenrose Fives, Coby Meyers & Tonya R. Moon. (2022) Where’s the data to support educators’ data use for instructional practice?. Theory Into Practice 61:3, pages 277-287.
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Ernesto Panadero, Juan Fraile, Leire Pinedo, Carlos Rodríguez-Hernández & Fernando Díez. (2022) Changes in classroom assessment practices during emergency remote teaching due to COVID-19. Assessment in Education: Principles, Policy & Practice 29:3, pages 361-382.
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Michelle Dubek, Christopher DeLuca & Nathan Rickey. (2021) Unlocking the potential of STEAM education: How exemplary teachers navigate assessment challenges. The Journal of Educational Research 114:6, pages 513-525.
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Heng Jiang, Ban Heng Choy & Christine Kim-Eng Lee. (2020) Refining teaching expertise through analysing students’ work: a case of elementary mathematics teacher professional learning during lesson study in Singapore. Professional Development in Education 46:5, pages 731-750.
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M. E. De Vos, L. K. J. Baartman, C. P. M. Van Der Vleuten & E. De Bruijn. (2019) Exploring how educators at the workplace inform their judgement of students’ professional performance. Journal of Education and Work 32:8, pages 693-706.
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Paul Adams & Jemima Anderson. (2019) Moderation and the primary school context. Education 3-13 47:1, pages 1-17.
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Effie Maclellan. (2015) New perspectives in primary education: meaning and purpose in learning and teaching. Education 3-13 43:5, pages 595-598.
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Fredrik Alm & Gunnel Colnerud. (2015) Teachers' Experiences of Unfair Grading. Educational Assessment 20:2, pages 132-150.
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Ruth Marlow, Brahm Norwich, Obioha C. Ukoumunne, Lorraine Hansford, Siobhan Sharkey & Tamsin Ford. (2014) A comparison of teacher assessment (APP) with standardised tests in primary literacy and numeracy (WIAT-II). Assessment in Education: Principles, Policy & Practice 21:4, pages 412-426.
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Articles from other publishers (20)

Stephanie Feola, Paula P. Lemons, Jennifer A. Loertscher, Vicky Minderhout & Jennifer E. Lewis. (2023) Assessor in action: assessment literacy development in a biochemistry context. Chemistry Education Research and Practice 24:3, pages 914-937.
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Martina Tassone. (2023) Literacy assessment in the early years of schooling in an era of neoliberalism. Journal of Early Childhood Literacy, pages 146879842311611.
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Eva Lidmila Pasek de Pinto & Yudith Coromoto Mejía Ramos. (2022) Apreciaciones descriptivas del docente presentes en los reportes de evaluación. Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0 26:3, pages 85-108.
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Ylva Carolina Holmberg & Ann-Christine Vallberg-Roth. (2022) Post-structurally and didaktically informed teaching arrangements in preschool – exemplified by “rhythmatechs” as multivocal teaching. Educare:2, pages 212-248.
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De Van Phung & Michael Michell. (2022) Inside Teacher Assessment Decision-Making: From Judgement Gestalts to Assessment Pathways. Frontiers in Education 7.
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Stephen Humphry & Sandy Heldsinger. (2020) A Two-Stage Method for Obtaining Reliable Teacher Assessments of Writing. Frontiers in Education 5.
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Ida Gran Andersen. (2020) What went wrong? Examining teachers’ data use and instructional decision making through a bottom-up data intervention in Denmark. International Journal of Educational Research 102, pages 101585.
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Ann-Christine Vallberg Roth, Ylva Holmberg, Camilla Löf & Catrin Stensson. (2019) MULTIVOCAL DIDACTIC MODELLING: COLLABORATIVE RESEARCH REGARDING TEACHING AND CO-ASSESSMENT IN SWEDISH PRESCHOOLS. Problems of Education in the 21st Century 77:6, pages 806-834.
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Stephen Mark Humphry & Sandy Heldsinger. (2019) A Two‐Stage Method for Classroom Assessments of Essay Writing. Journal of Educational Measurement 56:3, pages 505-520.
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Per Blomqvist. (2018) Är vi överens om det? Samspel och samstämmighet i svensklärares bedömningssamtal om gymnasieelevers skrivande. Nordic Journal of Literacy Research 4:0.
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Lucie Mottier Lopez & Fernando Morales Villabona. (2019) Quand des enseignants de l’école primaire évaluent des résolutions de problèmes additifs : étude des incidents critiques en cours de jugement. Mesure et évaluation en éducation 41:1, pages 125-161.
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Nathalie Sayac. 2018. Classroom Assessment in Mathematics. Classroom Assessment in Mathematics 159 178 .
Eve Bearne. (2017) Assessing children's written texts: a framework for equity. Literacy 51:2, pages 74-83.
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Linda Allal. 2016. Assessment for Learning: Meeting the Challenge of Implementation. Assessment for Learning: Meeting the Challenge of Implementation 259 273 .
Dany Laveault & Linda Allal. 2016. Assessment for Learning: Meeting the Challenge of Implementation. Assessment for Learning: Meeting the Challenge of Implementation 1 18 .
Anna Teledahl. (2015) Different modes in teachers' discussions of students' mathematical texts. Teaching and Teacher Education 51, pages 68-76.
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Pia Thornberg & Anders Jönsson. (2015) Sambedömning för ökad likvärdighet?. Educare:2, pages 179-205.
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Christina Osbeck, Olof Franck, Annika Lilja & Annika Lindskog. (2015) Challenges of Assessment in Ethics – Teachers’ reflections when assessing National Tests. Educare:2, pages 19-47.
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Mavis Haigh & Fiona Ell. (2014) Consensus and dissensus in mentor teachers' judgments of readiness to teach. Teaching and Teacher Education 40, pages 10-21.
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Linda Allal & Lucie Mottier Lopez. 2014. Designing Assessment for Quality Learning. Designing Assessment for Quality Learning 151 165 .

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