• Summary
  • Contents
  • Subject index

‘This is a very exciting book and should be read widely by anyone who wants a better understanding of the role of assessment in the diverse, globalised, digital societies of the 21st century.’

A Sociocultural Perspective on Teachers' Judgement Practice and Learning
A sociocultural perspective on teachers’ judgement practice and learning
Overview

In this chapter we describe teachers' judgement in assessment practice as understood from a sociocultural perspective. We present assessment as a situated practice, providing examples that involve the judgement and decision purposes of assessment (Newton, 2007, 2010). The explanatory power of sociocultural theories of learning and knowing (Murphy and Hall, 2008) illuminates assessment as a situated practice. We analyse the notion of teachers' judgement by focusing on the interactions between teachers' tacit and explicit knowledge of curriculum, achievement standards and pedagogy in assessment communities. With reference to evidence from research, we consider how such communities of practice develop within and between schools and work to support teachers' ...

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