Davis, A.J. (2013) 'How far can we aspire to consistency when assessing learning?', Ethics and education., 8 (3). pp. 217-228.
How far can consistent assessment capture all the worthwhile features of educational achievement? Are some important components of learning necessarily open to a range of potentially inconsistent judgments by different assessors? I argue for a cautiously affirmative answer to this question, drawing on analogies with aesthetic judgments and a rehearsal of the holistic characteristics of some assessment criteria. I also employ recent treatments of moral particularism and of concepts of incommensurability to oppose the drive for consistency in assessment required by a high stakes accountability regime.
|Keywords:||Assessment, Learning, Reliability, Validity, Consistency, Aesthetic judgment, Incommensurable.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1080/17449642.2013.876788|
|Publisher statement:||This is an Author's Accepted Manuscript of an article published in Davis, A.J. (2013) 'How far can we aspire to consistency when assessing learning?', Ethics and education., 8 (3). pp. 217-228] © Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/17449642.2013.876788|
|Record Created:||24 Feb 2014 14:05|
|Last Modified:||01 Mar 2015 00:30|
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