(Mis)appropriations of criteria and standards-referenced assessment in a performance-based subject

Hay, Peter J. and Macdonald, Doune (2008) (Mis)appropriations of criteria and standards-referenced assessment in a performance-based subject. Assessment in Education: Principles, Policy & Practice, 15 2: 153-168. doi:10.1080/09695940802164184

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Author Hay, Peter J.
Macdonald, Doune
Title (Mis)appropriations of criteria and standards-referenced assessment in a performance-based subject
Journal name Assessment in Education: Principles, Policy & Practice   Check publisher's open access policy
ISSN 0969-594X
Publication date 2008
Sub-type Article (original research)
DOI 10.1080/09695940802164184
Volume 15
Issue 2
Start page 153
End page 168
Total pages 16
Editor G. Stobart
Place of publication Abingdon, OX
Publisher Routledge
Collection year 2009
Language eng
Subject C1
930301 Assessment and Evaluation of Curriculum
130210 Physical Education and Development Curriculum and Pedagogy
130303 Education Assessment and Evaluation
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.
Q-Index Code C1
Q-Index Status Confirmed Code

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Created: Sat, 14 Mar 2009, 18:17:26 EST by Deborah Noon on behalf of School of Human Movement and Nutrition Sciences