A Sociocultural Analysis of Improving Teacher Judgment Practice for Summative Assessment in the Early Years of Schooling

• In Event: Roundtable Session 46
  In Roundtable Session: Looking at the Formative and Summative Assessment Practices of Classroom Teachers

Abstract

This paper investigates teacher moderation practices as they work in developing dependable teacher judgments of Year 1 students’ achievement of standards of literacy and numeracy. It extends the findings of the research field on teacher judgment and social moderation into the early years of schooling, which to date has been an area dearth of research related to moderation practice. Quantitative and qualitative methods were used to examine teachers’ engagement with moderation processes. The research draws on data collected as part of a larger project that evaluated a trial of a systemic approach to formative assessment in the first compulsory year of schooling in Queensland, Australia. Findings are reported using a sociocultural conceptualization of moderation as social practice

Authors

• Annette Woods, Queensland University of Technology

• Valentina Klenowski, Queensland University of Technology