Grade integrity and the representation of academic achievement

Sadler, D. Royce (2009) Grade integrity and the representation of academic achievement. Studies in Higher Education, 34 7: 807-826. doi:10.1080/03075070802706553

Author Sadler, D. Royce
Title Grade integrity and the representation of academic achievement
Journal name Studies in Higher Education   Check publisher's open access policy
ISSN 0307-5079
Publication date 2009-11-01
Sub-type Article (original research)
DOI 10.1080/03075070802706553
Open Access Status Not yet assessed
Volume 34
Issue 7
Start page 807
End page 826
Total pages 20
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Language eng
Abstract In this article, grade integrity is defined as the extent to which each grade awarded, either at the conclusion of a course or module of study, or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a student’s performance. The three basic requirements for this aspiration to be realised are, in order: assessment evidence of a logically legitimate type; evidence of sufficient scope and soundness to allow for a strong inference to be drawn; and a grading principle that is theoretically appropriate for coding the level of a student’s performance. When further developed, the general approach outlined could produce positive side benefits, including ways of dealing with grade inflation.
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 41 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 55 times in Scopus Article | Citations
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Created: Wed, 01 May 2013, 02:35:55 EST by Ms Kathleen Mcleod on behalf of Teaching & Educational Development Institute