New Zealand teachers' overall teacher judgments (OTJs): Equivocal or unequivocal?

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dc.citation.volume4
dc.contributor.authorPoskitt JM
dc.contributor.authorMitchell K
dc.coverage.spatialNew Zealand
dc.date.available1/03/2012
dc.date.issued1/03/2012
dc.description.abstractCentral to New Zealand National Standards is the concept of overall teacher judgments (OTJs). This paper examines the concepts of OTJs and standards through international literature and experiences of a sample of New Zealand teachers in 2010. Standards contain expectations – what is, what could be, and what might be desirable – implicit degrees of performance. Teacher capacity to judge current and future performance is important. With multiple opportunities to gather pertinent information, teachers are best placed to make valid (unequivocal) judgments on student achievement when they have shared understandings of standards. Because standards are comprised of multiple criteria, not all of which are evident in samples of student achievement, teacher understanding of standards develops through professional conversations and moderation processes. In 2010 New Zealand teachers had mixed (equivocal) understandings of National Standards, applied them in different ways and had minimal experience of moderation processes.
dc.description.confidentialFALSE
dc.description.publication-statusPublished
dc.format.extent53 - 75 (22)
dc.identifierhttp://www.nzcer.org.nz/nzcerpress/assessment-matters/assessment-matters-4-2012
dc.identifier.citationAssessment Matters, 2012, 4 pp. 53 - 75 (22)
dc.identifier.eissn2230-617X
dc.identifier.elements-id195904
dc.identifier.harvestedMassey_Dark
dc.identifier.issn1176-7839
dc.identifier.urihttps://hdl.handle.net/10179/13810
dc.languageEnglish
dc.publisherNew Zealand Council for Educational Research
dc.publisher.urihttp://www.nzcer.org.nz/nzcerpress/assessment-matters/assessment-matters-4-2012
dc.relation.isPartOfAssessment Matters
dc.relation.urihttps://www.nzcer.org.nz/nzcerpress/assessment-matters/articles/new-zealand-teachers-overall-teacher-judgements-otjs-equivoca
dc.subject.anzsrc1303 Specialist Studies in Education
dc.subject.anzsrc1605 Policy and Administration
dc.subject.anzsrc1301 Education Systems
dc.titleNew Zealand teachers' overall teacher judgments (OTJs): Equivocal or unequivocal?
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/PVC's Office - College Humanities and Social Services
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