We’ve talked about gender and race, but I’m curious as to whether whether teachers’ assessment of student writing is affected by their age and teaching experience. Do younger teachers assess writing differently from older teachers? Do preservice teachers, early career, and veteran teachers assess writing differently? I’d define a preservice teacher as a teacher candidate in an certification program, an early career teacher as a teacher with less than five years experience, and a veteran teacher as a teacher with more than five years experience.
Hypothesis: My sense is that veteran teachers, having seen a lot more student writing, may be more tolerant of grammatical features that they know are typical of the grade level they are teaching. But veteran teachers may also be more intolerant of certain errors related that don’t bother younger teachers as much, for example text speak.
Methods: I’d modify Ball’s methodology. I’d give the same group of essays to preservice, early career, and veteran teachers. Each group would be trained on the same rubric to assess the student essays, similar the Ball’s. Then, the study could compare holistic ratings and ratings on organization, coherence, and mechanics. Are the mean score for the holistic rating, organization, coherence, and mechanics different depending on whether the piece was scored by a preservice teacher, an early career teacher, or a veteran teacher?