Publication Date



This paper investigates the complex interactions that occur as teachers meet online to justify and negotiate their assessment judgements of student work across relatively large and geographically dispersed populations. Drawing from sociocultural theories of learning and technology, the technology is positioned as playing a role in either supporting or hindering teachers reaching a common understanding of assessment standards. Meeting transcripts and interviews with the teachers have been qualitatively analysed in terms of the interactions that occurred and teachers perceptions of these interactions. While online meetings offer a partial solution to address the current demands of assessment in education, they also present new challenges as teachers meet, in an unfamiliar environment, to discuss student work.


Institute for Learning Sciences and Teacher Education

Document Type

Open Access Journal Article

Access Rights

Open Access

Included in

Education Commons