1998
DOI: 10.1002/tl.7402
|View full text |Cite
|
Sign up to set email alerts
|

Unveiling Some of the Mystery of Professional Judgment in Classroom Assessment

Abstract: Assessment of virtually any type of complex student performance has an element of subjectivity. Professors can help students realize that assessment is not entirely mysterious by inviting students to participate in the assessment process.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3
2

Citation Types

0
3
0
3

Year Published

2000
2000
2021
2021

Publication Types

Select...
6

Relationship

0
6

Authors

Journals

citations
Cited by 7 publications
(6 citation statements)
references
References 31 publications
0
3
0
3
Order By: Relevance
“…It needs to be noted, however, that even though we may not always announce explicitly contextualized criteria, our assessment is not necessarily un-contextualized. As Speck argues, writing teachers, as experts in other professions, rely on their professional judgment to assess performance [33]. In assessing writing, our professional judgment necessarily entails (or should entail) an ability to contextualize students' texts, and decide how those more or less generic criteria apply in students' contexts.…”
Section: Classroom Writing Assessmentmentioning
confidence: 99%
See 1 more Smart Citation
“…It needs to be noted, however, that even though we may not always announce explicitly contextualized criteria, our assessment is not necessarily un-contextualized. As Speck argues, writing teachers, as experts in other professions, rely on their professional judgment to assess performance [33]. In assessing writing, our professional judgment necessarily entails (or should entail) an ability to contextualize students' texts, and decide how those more or less generic criteria apply in students' contexts.…”
Section: Classroom Writing Assessmentmentioning
confidence: 99%
“…In assessing writing, our professional judgment necessarily entails (or should entail) an ability to contextualize students' texts, and decide how those more or less generic criteria apply in students' contexts. But on the other hand, as Speck is quick to point out, our professional judgment often will appear mysterious and subjective to students [33]-which is not surprising when students do not yet have the professional judgment to understand our inexplicit contextualization of their writing.…”
Section: Classroom Writing Assessmentmentioning
confidence: 99%
“…Face à cette problématique particulière, deux attitudes semblent prévaloir. La première consiste à lever le voile sur le jugement de l'enseignant, à faire pénétrer l'élève dans la «boîte noire» de l'évaluation en favorisant son implication dans le processus (Speck, 1998). L'autre consiste à réduire les tensions entre les fonctions certificative et formative de l'évaluation scolaire et à développer une synergie entre les deux (Harlen, 2005).…”
Section: Tensions Reliées Au Caractère Complexe De L'évaluation Sommaunclassified
“…L'autre consiste à réduire les tensions entre les fonctions certificative et formative de l'évaluation scolaire et à développer une synergie entre les deux (Harlen, 2005). Selon Speck (1998), l'exercice du jugement professionnel devrait être plus transparent et impliquer l'élève davantage. Il considère que la notation peut avoir une fonction formative lorsqu'elle permet à l'élève de mieux comprendre les exigences du travail scolaire et comment il peut les satisfaire.…”
Section: Tensions Reliées Au Caractère Complexe De L'évaluation Sommaunclassified
See 1 more Smart Citation