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Human judgements underlie all assessments regarding the quality of students' understandings. The study of the complexity of the judgement process is in its infancy; however, what is demonstrated from the variety of international teacher judgement practices presented here is that teacher judgement requires more than a set of standards, criteria and annotated examples. Understandings of assessment theory by pre-service teachers through to more experienced teachers, and opportunities for all to critically reflect and consider their judgements of student work, are vital. This book was originally published as a special issue of Assessment in Education: principles, policy & practice.
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