2009
DOI: 10.2304/plat.2009.8.2.7
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Accessing and Understanding the Tacit Dimensions of Assessment

Abstract: Despite the pervasive use of marking criteria across higher education, their clarity, precision and objectivity are arguably spurious and context bound, with a concern that many assessors may be marking for elements not represented in the marking criteria. The existence and nature of such implicit, or tacit, influences on assessment were explored in this small study, through an initial online questionnaire (N = 20) followed by a verbal protocol with eight psychology assessors. The protocol involved thinking al… Show more

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