Evaluating text quality: Teachers’ perceptions about pupils’ writing

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Educational Evaluation Pub Date : 2025-01-22 DOI:10.1016/j.stueduc.2025.101444

Anat Stavans , Sara Zadunaisky Ehrlich

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Abstract

This study provides a view of elementary school experienced and novice teachers’ perceptions on text quality evaluation of written products in Israel. Questionnaires explored: the perceptions of general elements adjudicated to text quality, a holistic textbased teachers’ evaluation concomitant with experts’ evaluation, and texts quality textual and linguistic indicators concordant with the experts’ ranking of the same texts. Questionnaires were collected from 204 participants (101 teacher-trainees of Elementary Education (TT), and 103 in-service teachers (T) in Elementary schools in Central Israel). The findings show that experienced (T) and novice (TT) teachers share knowledge about text quality when incipient writers are concerned. T’s evaluations diverged from the experts’ evaluations because they evaluate both process and product grounded in their knowledge and experience with writing stages of development underlying text production at different grade levels. TT converge with the experts’ “objective” evaluation because they focus on the text product.

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.