The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Interpretations of criteria‐based assessment and grading in higher education
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.
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Cites
Formative assessment and the design of instructional systems
Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
Self-citationTeaching for Quality Learning at University: What the Student Does
BIGGS, J. B., & Tang, C. S. (1999) · Cited by 3,374
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Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes
RUST, C., PRICE, M., & O'DONOVAN, B. (2003) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930301671 · Cited by 630
Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education
Palomba, C. A., & Banta, T. W. (1999) · Cited by 617
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Self-citationAssessment for Learning in Higher Education
(2012) · Routledge eBooks · doi:10.4324/9780203062074 · Cited by 327
Cited by
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Authentic assessment: creating a blueprint for course design
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1412396 · Cited by 560
Does student engagement in self-assessment calibrate their judgement over time?
Boud, D., Lawson, R., & Thompson, D. G. (2013) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.769198 · Cited by 221
Trust, distrust and their impact on assessment reform
Carless, D. (2009) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930801895786 · Cited by 212
Transforming holistic assessment and grading into a vehicle for complex learning
Sadler, D. R. (2009) · Assessment, Learning and Judgement in Higher Education · doi:10.1007/978-1-4020-8905-3_4 · Cited by 162
Self-citation
Metadata
- Authors
- Sadler *, D. R.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2005-04
- Volume
- 30
- Issue
- 2
- Pages
- 175-194
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2141058353
- Cited by
- 601
- References
- 14
- FWCI
- 37.77
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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