Search in:

Educational Research and Evaluation

An International Journal on Theory and Practice

Volume 13, 2007 - Issue 5

Submit an article Journal homepage

1,365

Views

CrossRef citations to date

Altmetric

Articles

Assessment as Judgment-in-Context: Analysing how teachers evaluate students' writingFootnote¹
1. The research reported in this article was partially funded by a research grant from the Australian Research Council (#A79906109) to the three authors.

Ray W. Cooksey School of Business, Economics and Public Policy, University of New England, Armidale, NSW, AustraliaCorrespondence[email protected]

Peter Freebody Faculty of Education and Social Work, The University of Sydney, NSW, Australia

Claire Wyatt-Smith Faculty of Education, Griffith University, Brisbane, QLD, Australia

Pages 401-434 | Received 10 Jul 2006, Accepted 23 Aug 2007, Published online: 30 May 2008

Cite this article
https://doi.org/10.1080/13803610701728311

Full Article
Figures & data
References
Citations
Metrics
Reprints & Permissions

Citations (45)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (15)

Esther Kaufmann. (2023) Lens model studies: Revealing teachers’ judgements for teacher education. Journal of Education for Teaching 49:2, pages 236-251.
Read now

Claire Wyatt-Smith, Stephen Humphry, Lenore Adie & Peta Colbert. (2020) The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education. Assessment in Education: Principles, Policy & Practice 27:1, pages 65-86.
Read now

Jens Anker-Hansen & Maria Andrée. (2015) Affordances and Constraints of Using the Socio-Political Debate for Authentic Summative Assessment. International Journal of Science Education 37:15, pages 2577-2596.
Read now

Esther Smaill. (2013) Moderating New Zealand’s National Standards: teacher learning and assessment outcomes. Assessment in Education: Principles, Policy & Practice 20:3, pages 250-265.
Read now

Claire Wyatt-Smith & Val Klenowski. (2013) Explicit, latent and meta-criteria: types of criteria at play in professional judgement practice. Assessment in Education: Principles, Policy & Practice 20:1, pages 35-52.
Read now

Val Klenowski. (2013) Towards improving public understanding of judgement practice in standards-referenced assessment: an Australian perspective. Oxford Review of Education 39:1, pages 36-51.
Read now

Marieke Van der Schaaf, Liesbeth Baartman & Frans Prins. (2012) Exploring the role of assessment criteria during teachers’ collaborative judgement processes of students’ portfolios. Assessment & Evaluation in Higher Education 37:7, pages 847-860.
Read now

Stephen Connolly, Valentina Klenowski & Claire Maree Wyatt-Smith. (2012) Moderation and consistency of teacher judgement: teachers’ views. British Educational Research Journal 38:4, pages 593-614.
Read now

Beverly Anne Baker. (2012) Individual Differences in Rater Decision-Making Style: An Exploratory Mixed-Methods Study. Language Assessment Quarterly 9:3, pages 225-248.
Read now

Val Brooks. (2012) Marking as judgment. Research Papers in Education 27:1, pages 63-80.
Read now

Tom W. Maxwell, Phub Rinchen & Ray Cooksey. (2010) Evolutionary trajectories in school assessment systems: the case of Bhutan. Asia Pacific Journal of Education 30:3, pages 273-288.
Read now

Victoria Crisp. (2010) Judging the grade: exploring the judgement processes involved in examination grading decisions. Evaluation & Research in Education 23:1, pages 19-35.
Read now

Claire Wyatt‐Smith, Val Klenowski & Stephanie Gunn. (2010) The centrality of teachers’ judgement practice in assessment: a study of standards in moderation. Assessment in Education: Principles, Policy & Practice 17:1, pages 59-75.
Read now

Victoria Crisp. (2010) Towards a model of the judgement processes involved in examination marking. Oxford Review of Education 36:1, pages 1-21.
Read now

Gary Woolley. (2008) The assessment of reading comprehension difficulties for reading intervention . Australian Journal of Learning Difficulties 13:1, pages 51-62.
Read now

Articles from other publishers (30)

Janneke van de Pol & Sophie Oudman. (2023) Teachers’ judgment accuracy of students’ monitoring skills: a conceptual and methodological framework and explorative study. Metacognition and Learning.
Crossref

Sophie Oudman, Janneke van de Pol & Tamara van Gog. (2023) Effects of cue availability on primary school teachers' accuracy and confidence in their judgments of students’ mathematics performance. Teaching and Teacher Education 122, pages 103982.
Crossref

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.
Crossref

Yilai Pei, Jiantao Han, Jingwen Zhao, Mengrong Liu & Weiguo Pang. (2022) The Effects of the Creator’s Situation on Creativity Evaluation: The Rater’s Cognitive Empathy and Affective Empathy Matter in Rating Creative Works. Journal of Intelligence 10:4, pages 75.
Crossref

Elle Mariano, Glenda Campbell-Evans & Janet Hunter. (2022) Writing assessment in early primary classrooms: thoughts from four teachers. The Australian Journal of Language and Literacy 45:1, pages 85-101.
Crossref

De Van Phung & Michael Michell. (2022) Inside Teacher Assessment Decision-Making: From Judgement Gestalts to Assessment Pathways. Frontiers in Education 7.
Crossref

François Molin, Anique de Bruin & Carla Haelermans. (2022) A conceptual framework to understand learning through formative assessments with student response systems: The role of prompts and diagnostic cues. Social Sciences & Humanities Open 6:1, pages 100323.
Crossref

Janneke van de Pol, Selia N. van den Boom-Muilenburg & Tamara van Gog. (2021) Exploring the relations between teachers’ cue-utilization, monitoring and regulation of students’ text learning. Metacognition and Learning 16:3, pages 769-799.
Crossref

Paula Soto-Lillo & Marta Quiroga-Lobos. (2021) University tutors and school mentors: Evaluators in the practical training of future teachers. Teaching and Teacher Education 107, pages 103489.
Crossref

Janneke van de Pol, Tamara van Gog & Keith Thiede. (2021) The relationship between teachers' cue-utilization and their monitoring accuracy of students' text comprehension. Teaching and Teacher Education 107, pages 103482.
Crossref

Banu Inan-Karagul & Meral Seker. (2021) Improving Language Learners’ Use of Self-Regulated Writing Strategies Through Screencast Feedback. SAGE Open 11:4, pages 215824402110648.
Crossref

Mithat TAKUNYACI & Emin AYDIN. (2021) Group Moderation Assessment Model: An Example of an Open-Ended Mathematics ExamGrup Uyumu Değerlendirme Modeli: Açık Uçlu Matematik Sınavı Örneği. Sakarya University Journal of Education 11:2, pages 357-378.
Crossref

Katharina Schnitzler, Doris Holzberger & Tina Seidel. (2020) Connecting Judgment Process and Accuracy of Student Teachers: Differences in Observation and Student Engagement Cues to Assess Student Characteristics. Frontiers in Education 5.
Crossref

Janneke van de Pol, Mariëtte van Loon, Tamara van Gog, Sophia Braumann & Anique de Bruin. (2020) Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions. Educational Psychology Review 32:4, pages 951-977.
Crossref

Katharina Loibl, Timo Leuders & Tobias Dörfler. (2020) A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM). Teaching and Teacher Education 91, pages 103059.
Crossref

Ray Cooksey & Gael McDonaldRay Cooksey & Gael McDonald. 2019. Surviving and Thriving in Postgraduate Research. Surviving and Thriving in Postgraduate Research 555 687 .

Meral Seker. (2018) Intervention in teachers’ differential scoring judgments in assessing L2 writing through communities of assessment practice. Studies in Educational Evaluation 59, pages 209-217.
Crossref

Sophie Oudman, Janneke van de Pol, Arthur Bakker, Mirjam Moerbeek & Tamara van Gog. (2018) Effects of different cue types on the accuracy of primary school teachers' judgments of students' mathematical understanding. Teaching and Teacher Education 76, pages 214-226.
Crossref

Nathan Hicks & Kerrie Douglas. (2018) Efforts to Improve Undergraduate Grader Consistency: A Qualitative Analysis. Efforts to Improve Undergraduate Grader Consistency: A Qualitative Analysis.

Stephen DobsonStephen Dobson. 2018. Assessing the Viva in Higher Education. Assessing the Viva in Higher Education 155 180 .

Stefanie A. Wind, Catanya Stager & Yogendra J. Patil. (2017) Exploring the relationship between textual characteristics and rating quality in rater-mediated writing assessments: An illustration with L1 and L2 writing assessments. Assessing Writing 34, pages 1-15.
Crossref

Nathan Hicks & Heidi Diefes-Dux. (2017) Grader Consistency in using Standards-based Rubrics. Grader Consistency in using Standards-based Rubrics.

Lennart Jølle. (2014) Pair assessment of pupil writing: A dialogic approach for studying the development of rater competence. Assessing Writing 20, pages 37-52.
Crossref

Claire Wyatt-Smith & Valentina Klenowski. 2014. Designing Assessment for Quality Learning. Designing Assessment for Quality Learning 195 210 .

Claire Wyatt-Smith, Valentina Klenowski & Peta Colbert. 2014. Designing Assessment for Quality Learning. Designing Assessment for Quality Learning 1 20 .

Esther Kaufmann, Ulf-Dietrich Reips & Werner W. Wittmann. (2013) A Critical Meta-Analysis of Lens Model Studies in Human Judgment and Decision-Making. PLoS ONE 8:12, pages e83528.
Crossref

Peta Colbert, Claire Wyatt-Smith & Val Klenowski. (2012) A Systems-Level Approach to Building Sustainable Assessment Cultures: Moderation, Quality Task Design and Dependability of Judgement. Policy Futures in Education 10:4, pages 386-401.
Crossref

Claire Wyatt-Smith & Stephanie Gunn. 2009. Educational Assessment in the 21st Century. Educational Assessment in the 21st Century 83 102 .

Natalia Karelaia & Robin M. Hogarth. (2007) Determinants of Linear Judgment: A Meta-Analysis of Lens Model Studies. SSRN Electronic Journal.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.

People also read
Recommended articles
Cited by

To cite this article:

Reference style: APA Chicago Harvard

Citation copied to clipboard

Reference styles above use APA (6th edition), Chicago (16th edition) & Harvard (10th edition)

Download citation

Download a citation file in RIS format that can be imported by citation management software including EndNote, ProCite, RefWorks and Reference Manager.

Choose format: RIS BibTex RefWorks Direct Export

Choose options: Citation Citation & abstract Citation & references

Assessment as Judgment-in-Context: Analysing how teachers evaluate students' writingFootnote¹
1. The research reported in this article was partially funded by a research grant from the Australian Research Council (#A79906109) to the three authors.

Articles from other publishers (30)

Information for

Open access

Opportunities

Help and information

Your download is now in progress and you may close this window

Login or register to access this feature

Assessment as Judgment-in-Context: Analysing how teachers evaluate students' writingFootnote11. The research reported in this article was partially funded by a research grant from the Australian Research Council (#A79906109) to the three authors.

Citations (45)

Read on this site (15)

Articles from other publishers (30)

Reprints and Corporate Permissions

Academic Permissions

Related research

To cite this article:

Download citation

Information for

Open access

Opportunities

Help and information

Keep up to date

Assessment as Judgment-in-Context: Analysing how teachers evaluate students' writingFootnote¹
1. The research reported in this article was partially funded by a research grant from the Australian Research Council (#A79906109) to the three authors.