Fidelity as a precondition for integrity in grading academic achievement

被引:34
作者
Sadler, D. Royce [1 ]
机构
[1] Griffith Univ, Griffith Inst Higher Educ, Brisbane, Qld 4111, Australia
关键词
grading; academic achievement; fidelity; validity; continuous assessment;
D O I
10.1080/02602930902977756
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页码:727 / 743
页数:17
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