The futility of attempting to codify academic achievement standards

Sadler, D. Royce (2014) The futility of attempting to codify academic achievement standards. Higher Education, 67 3: 273-288. doi:10.1007/s10734-013-9649-1


Author Sadler, D. Royce
Title The futility of attempting to codify academic achievement standards
Journal name Higher Education   Check publisher's open access policy
ISSN 0018-1560
1573-174X
Publication date 2014-03
Year available 2013
Sub-type Article (original research)
DOI 10.1007/s10734-013-9649-1
Open Access Status DOI
Volume 67
Issue 3
Start page 273
End page 288
Total pages 16
Place of publication Dordrecht, Netherlands
Publisher Springer
Collection year 2014
Language eng
Abstract Internationally, attempts at developing explicit descriptions of academic achievement standards have been steadily intensifying. The aim has been to capture the essence of the standards in words, symbols or diagrams (collectively referred to as codifications) so that standards can be: set and maintained at appropriate levels; made broadly comparable in different specified contexts; and generally shared and understood better by assessors, academic program directors, students, employers, quality assurance agencies and the public at large. The scale of this practice ranges from rubrics for single assessment tasks to national standards statements used as academic performance benchmarks for graduates from academic programs. A critical analysis shows that the underlying assumptions of this process are fundamentally flawed. Codifications are inherently incapable of meeting the requirements because key terms lack the necessary attributes. A fundamentally different material form of representation is therefore necessary if the original intentions are to be realised.
Keyword Academic standards
Achievement
Codification
Comparability
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
Institute for Teaching and Learning Innovation Publications
 
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