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  • Indeterminacy in the use of preset criteria for assessment and grading in higher education

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    Author(s)
    Sadler, D Royce
    Griffith University Author(s)
    Sadler, Royce R.
    Year published
    2009
    Metadata
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    Abstract
    When assessment tasks are set for students in universities and colleges, a common practice is to advise them of the criteria that will be used for grading their responses. Various schemes for using multiple criteria have been widely advocated in the literature. Each scheme is designed to offer clear benefits for students. Breaking down holistic judgments into more manageable parts is seen as a way to increase openness for students and achieve more objectivity in grading. However, such approaches do not adequately represent the full complexity of multi-criterion qualitative judgments, and can lead to distorted grading decisions. ...
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    When assessment tasks are set for students in universities and colleges, a common practice is to advise them of the criteria that will be used for grading their responses. Various schemes for using multiple criteria have been widely advocated in the literature. Each scheme is designed to offer clear benefits for students. Breaking down holistic judgments into more manageable parts is seen as a way to increase openness for students and achieve more objectivity in grading. However, such approaches do not adequately represent the full complexity of multi-criterion qualitative judgments, and can lead to distorted grading decisions. Six anomalies in the ways assessors approach the grading task are identified, together with several likely contributing factors. Overall, the conclusion is that explicit grading models do not have as strong a theoretical foundation as is commonly supposed, and that holistic appraisal merits further investigation.
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    Journal Title
    Assessment & Evaluation in Higher Education
    Volume
    34
    Issue
    2
    DOI
    https://doi.org/10.1080/02602930801956059
    Copyright Statement
    © 2009 Routledge. This is an electronic version of an article published in Assessment & Evaluation in Higher Education, Volume 34, Issue 2 April 2009 , pages 159 - 179. Assessment & Evaluation in Higher Education is available online at: http://www.informaworld.com with the open URL of your article.
    Subject
    Education
    Education assessment and evaluation
    Publication URI
    http://hdl.handle.net/10072/30686
    Collection
    • Journal articles

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