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| Autor/in | Sadler, Royce D. |
|---|---|
| Titel | Interpretations of Criteria-Based Assessment and Grading in Higher Education |
| Quelle | In: Assessment and Evaluation in Higher Education, 30 (2005) 2, S.175-194 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| Schlagwörter | Teaching Methods; Higher Education; Research and Development; Evaluation Criteria; Student Evaluation; Grading; College Students; Standards; Educational Policy; Surveys; Teacher Attitudes |
| Abstract | The increasing use of criteria-based approaches to assessment and grading in higher education is a consequence of its sound theoretical rationale and its educational effectiveness. This article is based on a review of the most common grading policies that purport to be criteria-based. The analysis shows that there is no common understanding of what criteria-based means or what it implies for practice. This has inhibited high-quality discourse, research and development among scholars and practitioners. Additionally, the concepts of "criteria" and "standards" are often confused and, despite the use of criteria, the fundamental judgments teachers make about the quality of student work remain subjective and substantially hidden from the students' view. As they stand, none of the approaches identified in the survey is fully capable of delivering on the aspirations of criteria-based grading. Shifting the primary focus to standards and making criteria secondary could, however, lead to substantial progress. (Author). |
| Anmerkungen | Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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