Indeterminacy in the use of preset criteria for assessment and grading

Sadler, D. Royce (2009) Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34 2: 159-179. doi:10.1080/02602930801956059

Author Sadler, D. Royce
Title Indeterminacy in the use of preset criteria for assessment and grading
Journal name Assessment & Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
Publication date 2009-04
Sub-type Article (original research)
DOI 10.1080/02602930801956059
Volume 34
Issue 2
Start page 159
End page 179
Total pages 21
Place of publication Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract When assessment tasks are set for students in universities and colleges, a common practice is to advise them of the criteria that will be used for grading their responses. Various schemes for using multiple criteria have been widely advocated in the literature. Each scheme is designed to offer clear benefits for students. Breaking down holistic judgments into more manageable parts is seen as a way to increase openness for students and achieve more objectivity in grading. However, such approaches do not adequately represent the full complexity of multi‐criterion qualitative judgments, and can lead to distorted grading decisions. Six anomalies in the ways assessors approach the grading task are identified, together with several likely contributing factors. Overall, the conclusion is that explicit grading models do not have as strong a theoretical foundation as is commonly supposed, and that holistic appraisal merits further investigation
Keyword Assessment
Holistic scoring
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 58 times in Thomson Reuters Web of Science Article | Citations
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