Fidelity as a precondition for integrity in grading academic achievement
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If a grade is to be trusted as an authentic representation of a student's level of academic achievement, one of the requirements is that all the elements that contribute to that grade must qualify as achievement, and not be something else. The implications of taking this proposition literally turn out to be far reaching. Many elements that are technically non achievements are routinely incorporated into grades and thereby act as contaminants. A variety of credits and penalties are often included with the intention of helping shape student behaviours or improve their learning. Reversing the situation has ramifications not only for assessment and grading practices but also for the ways in which curriculum and teaching are conceptualised, designed and engaged in.
Assessment & Evaluation in Higher Education
© 2010 Routledge. This is an electronic version of an article published in Assessment & Evaluation in Higher Education, Volume 35, Issue 6 October 2010 , pages 727 - 743. Assessment & Evaluation in Higher Education is available online at: http://www.informaworld.com with the open URL of your article.
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