Fidelity as a precondition for integrity in grading academic achievement

Sadler, D. Royce (2010) Fidelity as a precondition for integrity in grading academic achievement. Assessment and Evaluation in Higher Education, 35 6: 727-743. doi:10.1080/02602930902977756

Author Sadler, D. Royce
Title Fidelity as a precondition for integrity in grading academic achievement
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
Publication date 2010-10
Year available 2009
Sub-type Article (original research)
DOI 10.1080/02602930902977756
Volume 35
Issue 6
Start page 727
End page 743
Total pages 17
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract 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.
Keyword Grading
Academic achievement
Continuous assessment
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collection: Institute for Teaching and Learning Innovation Publications
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Citation counts: TR Web of Science Citation Count  Cited 12 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 20 times in Scopus Article | Citations
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Created: Fri, 19 Apr 2013, 15:31:08 EST by Ms Kathleen Mcleod on behalf of Teaching & Educational Development Institute