How Far Can We Aspire to Consistency When Assessing Learning?

Autor/in	Davis, Andrew
Titel	How Far Can We Aspire to Consistency When Assessing Learning?
Quelle	In: Ethics and Education, 8 (2013) 3, S.217-228 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2013.876788
Schlagwörter	Ethics; Evaluation Methods; Aesthetics; Validity; Reliability; Academic Achievement; Natural Sciences; Value Judgment; Holistic Evaluation; Humanities; Social Sciences + Suchen Sie Ihr Suchwort? Ethik; Ästhetik; Gültigkeit; Reliabilität; Schulleistung; Naturwissenschaften; Werturteil; Holistische Methode; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	How far can consistent assessment capture all the worthwhile features of educational achievement? Are some important components of learning "necessarily" open to a range of potentially inconsistent judgments by different assessors? I argue for a cautiously affirmative answer to this question, drawing on analogies with aesthetic judgments and a rehearsal of the holistic characteristics of some assessment criteria. I also employ recent treatments of moral particularism and of concepts of incommensurability to oppose the drive for consistency in assessment required by a high stakes accountability regime. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10