Interpretations of criteria‐based assessment and grading in higher education

Sadler, D. Royce

doi:10.1080/0260293042000264262

Cited by 402 publications

(319 citation statements)

References 6 publications

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“…All this is a long way from a putative "standard" that can be conveyed through an aggregate score cut-off or a numerical representation of achievement as some form of measurement. It gets to the core distinction between standards as they apply in standards referenced grading and the "standards" that are expressed through rubrics; tables of objectives; catalogues of competencies; sets of intended student learning outcomes; lists of skills to be mastered, gained or demonstrated; and various forms of what have loosely been called criteria based and "standards" based grading (Sadler 2005).…”

Section: Standards Referencing As the Grading Principlementioning

confidence: 99%

Grade integrity and the representation of academic achievement

Sadler

2009

Studies in Higher Education

122

104

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In this article, grade integrity is defined as to 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 students' 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.

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Section: Standards Referencing As the Grading Principlementioning

confidence: 99%

Grade integrity and the representation of academic achievement

Sadler

2009

Studies in Higher Education

122

104

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“…The common use of a 100-point grading system gives the illusion of precision that does not exist, and grade cut-off scores are not usually linked directly to mastery of specific subject matter or skills, but rather to arbitrary decile levels such as 90/80/70 [12]. Further there is not agreement on how to translate points to grades.…”

Section: Introductionmentioning

confidence: 99%

Standards-Based Grading in a Thermodynamics Course

Post

2017

Int. J. Eng. Ped.

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Abstract-Standards based grading is a formal assessment mechanism that tests for student achievement of specified learning objectives, or standards. Standards-Based-Grading has been gaining in popularity in K-12 education, and also has been seeing increased use in higher education, though it has only recently been used in engineering education. This paper describes how StandardsBased Grading was implemented in a second-semester Thermodynamics course. A total of eleven learning objectives were specified for the course. In this implementation of Standards-Based Grading, all assessments are done on a pass-fail basis. That is to say, there is no partial credit given. Once a student passes an assessment, usually given in the form of a quiz, on a given learning objective, it is assumed the student has mastered that concept and is not tested on it again. Students are allowed to re-test on particular objectives if they do not pass them on the first try. The final exam serves as a last chance for students to pass any objectives they did not complete earlier in the semester. The learning objectives can be mapped to student outcomes such as those required for accreditation without having to generate a separate set of data outside the normal course grading. Keywords-Engineering education, Accreditation, Engineering students IntroductionThere have been only a very few publications on the use of standards-based education in engineering courses, including one outlining the use of the method in a materials science course [1] one for a fluid mechanics course [2], and one for project design courses [3]. This paper expands on the limited literature by demonstrating how standards-based grading could be used in a thermodynamics course. The motivations for standards-based grading are given by Post [2]. To summarize they are:1. Remove arbitrariness and inconsistency from grading [4] 2. Reduce time in grading 3. Make grading and expectations clear to students 4. Improve students learning and understanding by focusing their efforts on successfully completing big picture tasksThe efficacy of active learning activities [5] and cooperative learning strategies [6][7][8] has been demonstrated convincingly in the literature. So how should grading being iJEP

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“…In a sophisticated system, both will be given attention. A criterion is a distinguishing property or characteristic of any thing by which its quality can be judged or estimated, or by which a decision or classification may be made (Sadler, 2005). A criterion is often represented by a scale running from none to much.…”

Section: A Representation Of the Evaluation Of Teachingmentioning

confidence: 99%

Assessing the Quality of a University-Particularly its Teaching

Stake

Contreras

Arbesú

2017

REDU

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ResumenLas universidades se constituyen en organizaciones complejas compuestas por estructuras semiautónomas y por un profesorado aun más autónomo. La tradición y las normas dirigen las actividades hacia la homogeneidad. Así y todo, la mayoría de administradores, profesores y alumnos gozan de un gran margen de libertad para desarrollar su trabajo. Vincent Assessing the Quality of a University-Particularly its Teaching Robert E. StakeUniversity of Illinois at Urbana -Champaign (United States) María Isabel Arbesú GarcíaUniversidad Autónoma Metropolitana Unidad Xochimilco (México) Gloria Contreras PérezPontificia Universidad Católica de Valparaíso (Chile) AbstractUniversities are complex organizations, made up of semi-autonomous sectors and even more autonomous faculty members. Tradition and rules push activities toward homogeneity. Still, most administrators, staffs and students enjoy a grand leeway in which to work. Vincent Tinto (1995) noted that it would be difficult to find a single academic culture but, different

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Interpretations of criteria‐based assessment and grading in higher education

Cited by 402 publications

References 6 publications

Grade integrity and the representation of academic achievement

Grade integrity and the representation of academic achievement

Standards-Based Grading in a Thermodynamics Course

Assessing the Quality of a University-Particularly its Teaching

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