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Judgment-Based Scoring by Teachers as Professional Development: Distinguishing Promises from Proof
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Goldberg, Gail Lynn – Educational Measurement: Issues and Practice, 2012
The engagement of teachers as raters to score constructed response items on assessments of student learning is widely claimed to be a valuable vehicle for professional development. This paper examines the evidence behind those claims from several sources, including research and reports over the past two decades, information from a dozen state…
Descriptors: Academic Achievement, Performance Based Assessment, Scoring, Professional Development