Capturing Teachers' Knowledge

When we conceive of knowledge as what is created in discourse, the role of interpretation in the assessment of complex performances becomes critical. Since an assessment system is always defined within an ideology, we discuss the possibility of framing interpretations within that ideology to produce consistent judgments. We propose ways of structuring and formulating interpretations within a dimensional framework and of making them explicit and visible in the writing of interpretive summaries. The discussion in this article reflects the constant tension between the requirement to make assessment decisions and the fact that the performances and their assessment are considered to be acts of interpretation which do not easily accommodate the notion of correctness

Correctness · Epistemology · Framing (construction · Ideology · Interpretation (philosophy · Management science · Political science · Structuring · Computer Science · Education and Critical Thinking Development · Educator Training and Historical Pedagogy · Law · Teacher Education and Leadership Studies

• Quality issues in judging portfolios

  Dineke E H Tigelaar, Diana H J M Dolmans et al.•Studies in Higher Education•2005

  Incluir item

• Cognitive representations in raters' assessment of teacher portfolios

  Open Access•Marieke van der Schaaf, Karel Stokking et al.•Studies In Educational Evaluation•2005

  Incluir item

• Dancing with explicit criteria or marginalising them

  Liang Liao•Teaching in Higher Education•2024

  Incluir item

• The pursuit of fairness in assessment

  Nyoli Valentine, Steven J Durning et al.•Medical Teacher•2022

  Incluir item

• Mathematics, Measurement, Metaphor and Metaphysics I

  Open Access•William Fisher, William P Fisher•Theory & Psychology•2003

  Incluir item

• Performance assessment in science

  Open Access•Ruth Zuzovsky•Studies In Educational Evaluation•1999

  Incluir item

• Problematic aspects of the scoring system of the TIMSS practical performance assessment

  Open Access•Ruth Zuzovsky•Studies In Educational Evaluation•1999

  Incluir item

• Evaluating the Assessment

  Open Access•Menucha Birenbaum•Studies In Educational Evaluation•2007

  Incluir item

• Examining The Quality Of The Evidence In Preservice Teacher Portfolios

  Open Access•Ginette Delandshere, Sheila A Aren et al.•Journal of Teacher Education•2003

  Incluir item

• Possibilities and Challenges

  Open Access•Frank Serafini•Journal of Teacher Education•2002

  Incluir item

• Assessment moderation

  Susan Orr•Assessment & Evaluation in Higher…•2007

  Incluir item

• Pulling Your Hair Out

  Bob Broad•Research in the Teaching of English•2000

  Incluir item

• Assessing Dispositions

  Mary E Diez•The New Educator•2006

  Incluir item

• Political rationales and ideological stances of the standards-based reform of teacher education in the US

  Open Access•Ginette Delandshere, Anthony R Petrosky et al.•Teaching and Teacher Education•2003

  Incluir item

• Representations of teaching and standards-based reform

  Open Access•Ginette Delandshere, Sheila A Arens•Teaching and Teacher Education•2001

  Incluir item

• Epistemology and reading

  Open Access•James W Cunningham, Jill Fitzgerald•Reading Research Quarterly•1996

  Incluir item

• It is Also Possible to Quantify Colors But That Is Not the Point

  Ginette Delandshere, Anthony R Petrosky•Educational Researcher•1999

  Incluir item

• Performance Assessment

  Robert L Linn•Educational Researcher•1994

  Incluir item

• Response to Delandshere and Petrosky’s “Assessment of Complex Performances

  Open Access•Susan M Brookhart•Educational Researcher•1999

  Incluir item

• Coloring Epistemologies

  J J Scheurich, Michelle D Young•Educational Researcher•1997

  Incluir item

• Assessment of Complex Performances

  Open Access•Ginette Delandshere, Anthony R Petrosky•Educational Researcher•1998

  Incluir item

• The structure of ill structured problems

  Open Access•Herbert A Simon•Artificial Intelligence•1973

  Incluir item

• Case Study Research

  Harris Chaiklin•The Journal of Nervous and Mental…•1991

  Incluir item

• Consciousness and Society

  H Stuart Hughes, Helen Hughes et al.•Consciousness and Society•2017

  Incluir item

• Cultural Myths in the Making of a Teacher

  Deborah P Britzman, Deborah Britzman•Harvard Educational Review•1986

  Incluir item

• The Essential Tension

  Thomas S Kuhn, Thomas Kühn•The Essential Tension•1977

  Incluir item

• The Methodology of the Social Sciences

  Max Weber, Edward Shils et al.•The Journal of Philosophy•1951

  Incluir item

• The Paradigm Wars and Their Aftermath A “Historical” Sketch of Research on Teaching Since 1989

  Open Access•N L Gage, NL Gage•Educational Researcher•1989

  Incluir item

• Teacher Evaluation

  Susan S Stodolsky•Educational Researcher•1984

  Incluir item

• Qualitative Approaches to Evaluating Education

  Open Access•David M Fetterman•Educational Researcher•1988

  Incluir item

• Closing Down the Conversation

  John K Smith, Lous Heshusius•Educational Researcher•1986

  Incluir item

• Against the Quantitative-Qualitative Incompatibility Thesis or Dogmas Die Hard

  Kenneth R Howe•Educational Researcher•1988

  Incluir item

• Philosophy of Wilhelm Dilthey

  H A Hodges•Philosophy of Wilhelm Dilthey•2013

  Incluir item