(Mis)Appropriations of Criteria and Standards-Referenced Assessment in a Performance-Based Subject

Autor/inn/en	Hay, Peter J.; Macdonald, Doune
Titel	(Mis)Appropriations of Criteria and Standards-Referenced Assessment in a Performance-Based Subject
Quelle	In: Assessment in Education: Principles, Policy & Practice, 15 (2008) 2, S.153-168 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
Schlagwörter	Secondary School Teachers; Evaluative Thinking; Physical Education; Secondary School Students; Performance Based Assessment; Justice; Scoring Rubrics; Construct Validity; Interrater Reliability; Criteria + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Sekundarschüler; Leistungsermittlung; Gerechtigkeit; Scoring formulas; Auswertungsbogen; Interrater-Reliabilität
Abstract	This paper draws on semi-structured interview data and participant observations of senior secondary Physical Education (PE) teachers and students at two school sites across 20 weeks of the school year. The data indicated that the teachers in this study made progressive judgements about students' level of achievement across each unit of work without explicit or overt reference to the criteria and standards represented in the schools' work programmes and in the Senior PE syllabus. The teachers' justification for such an approach was that the criteria and standards had become for them sufficiently "internalised". Determining students' levels of achievement was for the teachers somewhat "intuitive", being reliant on their memory of students' performances, and influenced by the construct-irrelevant affective characteristics of the students. It is argued in this paper that such construct-irrelevance compromised the construct validity and possible inter-rater reliability of the decisions made and advantaged some students and marginalised others on the basis of characteristics that were not specifically related to the learning expected from following the syllabus. The potential inequities of such an approach are discussed and suggestions are made for the consolidation of the validity and reliability of teachers' judgements. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10