Fidelity as a Precondition for Integrity in Grading Academic Achievement

Autor/in	Sadler, D. Royce
Titel	Fidelity as a Precondition for Integrity in Grading Academic Achievement
Quelle	In: Assessment & Evaluation in Higher Education, 35 (2010) 6, S.727-743 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Student Evaluation; Academic Achievement; Integrity; Credits; Grading; Test Content; Content Validity; Formative Evaluation; Summative Evaluation; Plagiarism; Program Implementation; Evaluation Criteria; Sanctions; Educational Practices; Item Analysis + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Schulleistung; Integrität; Notengebung; Testaufgabe; Plagiat; Sanction; Sanktion; Bildungspraxis; Itemanalyse
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. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10