How far can we aspire to consistency when assessing learning?

Davis, A.J.

doi:10.1080/17449642.2013.876788

How far can we aspire to consistency when assessing learning?

Davis, A.J.

Authors

Dr Andrew Davis a.j.davis@durham.ac.uk
Bank Teacher

Abstract

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.

Citation

Davis, A. (2013). How far can we aspire to consistency when assessing learning?. Ethics and Education, 8(3), 217-228. https://doi.org/10.1080/17449642.2013.876788

Journal Article Type	Article
Publication Date	Oct 1, 2013
Deposit Date	Feb 19, 2014
Publicly Available Date	Feb 25, 2014
Journal	Ethics and Education
Print ISSN	1744-9642
Electronic ISSN	1744-9650
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	8
Issue	3
Pages	217-228
DOI	https://doi.org/10.1080/17449642.2013.876788
Keywords	Assessment, Learning, Reliability, Validity, Consistency, Aesthetic judgment, Incommensurable.

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Copyright 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