Interpretations of criteria‐based assessment and grading in higher education

Sadler, D. Royce (2005) Interpretations of criteria‐based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 30 2: 175-194. doi:10.1080/0260293042000264262


Author Sadler, D. Royce
Title Interpretations of criteria‐based assessment and grading in higher education
Journal name Assessment and Evaluation in Higher Education   Check publisher's open access policy
ISSN 0260-2938
1469-297X
Publication date 2005-04
Sub-type Article (original research)
DOI 10.1080/0260293042000264262
Volume 30
Issue 2
Start page 175
End page 194
Total pages 20
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract The increasing use of criteria‐based approaches to assessment and grading in higher education is a consequence of its sound theoretical rationale and its educational effectiveness. This article is based on a review of the most common grading policies that purport to be criteria‐based. The analysis shows that there is no common understanding of what criteria‐based means or what it implies for practice. This has inhibited high‐quality discourse, research and development among scholars and practitioners. Additionally, the concepts of ‘criteria’ and ‘standards’ are often confused and, despite the use of criteria, the fundamental judgments teachers make about the quality of student work remain subjective and substantially hidden from the students’ view. As they stand, none of the approaches identified in the survey is fully capable of delivering on the aspirations of criteria‐based grading. Shifting the primary focus to standards and making criteria secondary could, however, lead to substantial progress.
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
 
Versions
Version Filter Type
Citation counts: Scopus Citation Count Cited 163 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Tue, 30 Apr 2013, 16:43:09 EST by Ms Kathleen Mcleod on behalf of Teaching & Educational Development Institute