Exploring assessor consistency in a Health and Social Care qualification using a sociocultural perspective

Abstract

Consistency of assessor judgement is a key concern for those charged with accrediting vocationally related learning outcomes. Literature suggests that the consistency of assessor judgements can be affected by the breadth of vocationally related contexts and concomitant learner and assessor experiences. It is important to understand how experts make judgements about learners’ performances since this might help to make the assessment system more transparent and able to justify claims of fairness. This is particularly the case for vocationally related holistic assessments where assessors might attend to a variety of factors in different contexts when forming a judgement. This study uses qualitative data concerning the social and contextual features in which assessors’ practice is situated. It uses Cultural Historical Activity Theory to explore a theoretical position suggesting that assessor judgments are influenced or framed within the context of their experience and differing perspectives.

Keywords:

• assessment
• holistic judgement
• activity theory
• qualitative method