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Articles

Indeterminacy in the use of preset criteria for assessment and grading

Pages 159-179 | Published online: 18 Mar 2009

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Tobias Jansson & Håkan Löfgren. (2024) Balancing diverse purposes in Civics teachers’ assessment decision making. Scandinavian Journal of Educational Research 68:3, pages 473-487.
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Siv M. Gamlem, Meerita Segaran & Synnøve Moltudal. (2024) Lower secondary school teachers’ arguments on the use of a 26-point grading scale and gender differences in use and perceptions. Assessment in Education: Principles, Policy & Practice 31:1, pages 56-74.
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Jack Walton & Jodie L. Martin. (2023) Applying Sadler’s principles in holistic assessment design: a retrospective account. Teaching in Higher Education 0:0, pages 1-18.
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Renske Bouwer, Monica Koster & Huub van den Bergh. (2023) Benchmark rating procedure, best of both worlds? Comparing procedures to rate text quality in a reliable and valid manner. Assessment in Education: Principles, Policy & Practice 30:3-4, pages 302-319.
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Riina Koris & Rauno Pello. (2023) We cannot agree to disagree: ensuring consistency, transparency and fairness across bachelor thesis writing, supervision and evaluation. Assessment & Evaluation in Higher Education 48:5, pages 736-747.
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Adrian M. Shrader & Ina Louw. (2023) Using a social media project as a way to get students to communicate conservation messages to the general public. Journal of Biological Education 57:3, pages 484-494.
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Jack Walton & Karin Wolff. (2022) Extending Shay’s double truth: toward a nuanced view of subjectivity and objectivity in assessment practices. Teaching in Higher Education 27:8, pages 1120-1135.
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Jessica To, Ernesto Panadero & David Carless. (2022) A systematic review of the educational uses and effects of exemplars. Assessment & Evaluation in Higher Education 47:8, pages 1167-1182.
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Marjolein Haagsman, Basten Snoek, Anton Peeters, Karin Scager, Frans Prins & Martijn van Zanten. (2021) Examiners’ use of rubric criteria for grading bachelor theses. Assessment & Evaluation in Higher Education 46:8, pages 1269-1284.
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Rola Ajjawi, Margaret Bearman & David Boud. (2021) Performing standards: a critical perspective on the contemporary use of standards in assessment. Teaching in Higher Education 26:5, pages 728-741.
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Claire Wyatt-Smith & Lenore Adie. (2021) The development of students’ evaluative expertise: enabling conditions for integrating criteria into pedagogic practice. Journal of Curriculum Studies 53:4, pages 399-419.
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Rita Nadas, Irenka Suto & Rebecca Grayson. (2021) Analyse, evaluate, review, synthesise, and argue: why teacher-assessors’ interpretations of command words matter. Educational Research 63:3, pages 357-377.
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Anders Jönsson, Andreia Balan & Eva Hartell. (2021) Analytic or holistic? A study about how to increase the agreement in teachers’ grading. Assessment in Education: Principles, Policy & Practice 28:3, pages 212-227.
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W. Brian Whalley. (2021) Using attainment curves and lead-times to help improve student examination performance. Journal of Further and Higher Education 45:1, pages 1-15.
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Júlia Griful-Freixenet, Wendelien Vantieghem, Esther Gheyssens & Katrien Struyven. (2020) Connecting beliefs, noticing and differentiated teaching practices: a study among pre-service teachers and teachers. International Journal of Inclusive Education 0:0, pages 1-18.
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Danny Carroll. (2020) Observations of student accuracy in criteria-based self-assessment. Assessment & Evaluation in Higher Education 45:8, pages 1088-1105.
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Marten Koomen. (2020) The method of rational reconstruction for education in the tradition of Habermas. International Journal of Research & Method in Education 43:5, pages 478-497.
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Peter Grainger. (2020) How do pre-service teacher education students respond to assessment feedback?. Assessment & Evaluation in Higher Education 45:7, pages 913-925.
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Matt Homer, Richard Fuller, Jennifer Hallam & Godfrey Pell. (2020) Shining a spotlight on scoring in the OSCE: Checklists and item weighting. Medical Teacher 42:9, pages 1037-1042.
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Henriette Lucander & Cecilia Christersson. (2020) Engagement for quality development in higher education: a process for quality assurance of assessment. Quality in Higher Education 26:2, pages 135-155.
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Helen Dixon, Eleanor Hawe & Richard Hamilton. (2020) The case for using exemplars to develop academic self-efficacy. Assessment & Evaluation in Higher Education 45:3, pages 460-471.
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Claire Wyatt-Smith, Stephen Humphry, Lenore Adie & Peta Colbert. (2020) The application of pairwise comparisons to form scaled exemplars as a basis for setting and exemplifying standards in teacher education. Assessment in Education: Principles, Policy & Practice 27:1, pages 65-86.
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M. E. De Vos, L. K. J. Baartman, C. P. M. Van Der Vleuten & E. De Bruijn. (2019) Exploring how educators at the workplace inform their judgement of students’ professional performance. Journal of Education and Work 32:8, pages 693-706.
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Dominique S. Hammonds & Mark J. Schwarze. (2019) Toward Oral Assessment in Counselor Education: Practice-Based Measurement of Competence in Pre-Practicum Experiences. Journal of Creativity in Mental Health 14:4, pages 532-548.
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Berry M. O’Donovan. (2019) Patchwork quilt or woven cloth? The student experience of coping with assessment across disciplines. Studies in Higher Education 44:9, pages 1579-1590.
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Jennie Sivenbring. (2019) Making Sense and Use of Assessments. Scandinavian Journal of Educational Research 63:5, pages 759-770.
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Therese N. Hopfenbeck. (2019) Writing assessment, comparative judgement and students’ evaluative expertise. Assessment in Education: Principles, Policy & Practice 26:1, pages 1-5.
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Shuichi Ninomiya. (2019) The impact of PISA and the interrelation and development of assessment policy and assessment theory in Japan. Assessment in Education: Principles, Policy & Practice 26:1, pages 91-110.
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Tine van Daal, Marije Lesterhuis, Liesje Coertjens, Vincent Donche & Sven De Maeyer. (2019) Validity of comparative judgement to assess academic writing: examining implications of its holistic character and building on a shared consensus. Assessment in Education: Principles, Policy & Practice 26:1, pages 59-74.
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Joshua Aaron McGrane, Stephen Mark Humphry & Sandra Heldsinger. (2018) Applying a Thurstonian, Two-Stage Method in the Standardized Assessment of Writing. Applied Measurement in Education 31:4, pages 297-311.
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Ninnie Andersson. (2018) Making space for assessment: dance teachers’ experiences of learning and teaching prerequisites. Research in Dance Education 19:3, pages 274-293.
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Linda Mary Hogg. (2018) Empowering students through peer assessment: interrogating complexities and challenges. Reflective Practice 19:3, pages 308-321.
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José-Luis Menéndez-Varela & Eva Gregori-Giralt. (2018) The reliability and sources of error of using rubrics-based assessment for student projects. Assessment & Evaluation in Higher Education 43:3, pages 488-499.
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Ken Lau. (2018) To be or not to be: Understanding university academic English teachers’ perceptions of assessing self-directed learning. Innovations in Education and Teaching International 55:2, pages 201-211.
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Tanguy Coenen, Liesje Coertjens, Peter Vlerick, Marije Lesterhuis, Anneleen Viona Mortier, Vincent Donche, Pieter Ballon & Sven De Maeyer. (2018) An information system design theory for the comparative judgement of competences. European Journal of Information Systems 27:2, pages 248-261.
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Weiqiang Wang. (2017) Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education 42:8, pages 1280-1292.
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Fiona J. L. Handley & Ann Read. (2017) Developing assessment policy and evaluating practice: a case study of the introduction of a new marking scheme. Perspectives: Policy and Practice in Higher Education 21:4, pages 135-139.
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Peter Grainger, Michael Christie, Glyn Thomas, Shelley Dole, Deborah Heck, Margaret Marshman & Michael Carey. (2017) Improving the quality of assessment by using a community of practice to explore the optimal construction of assessment rubrics. Reflective Practice 18:3, pages 410-422.
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Matt Homer, Godfrey Pell & Richard Fuller. (2017) Problematizing the concept of the “borderline” group in performance assessments. Medical Teacher 39:5, pages 469-475.
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Phillip Dawson. (2017) Assessment rubrics: towards clearer and more replicable design, research and practice. Assessment & Evaluation in Higher Education 42:3, pages 347-360.
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Paul Orsmond & Stephen Merry. (2017) Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese. Assessment & Evaluation in Higher Education 42:2, pages 289-303.
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Denise Beutel, Lenore Adie & Margaret Lloyd. (2017) Assessment moderation in an Australian context: processes, practices, and challenges. Teaching in Higher Education 22:1, pages 1-14.
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Frans J. Prins, Renske de Kleijn & Jan van Tartwijk. (2017) Students’ use of a rubric for research theses. Assessment & Evaluation in Higher Education 42:1, pages 128-150.
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Peter Grainger, Lenore Adie & Katie Weir. (2016) Quality assurance of assessment and moderation discourses involving sessional staff. Assessment & Evaluation in Higher Education 41:4, pages 548-559.
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Vidar Gynnild. (2016) Assessing vocal performances using analytical assessment: a case study. Music Education Research 18:2, pages 224-238.
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Sue Bloxham, Birgit den-Outer, Jane Hudson & Margaret Price. (2016) Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education 41:3, pages 466-481.
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Brendan O’Connell, Paul De Lange, Mark Freeman, Phil Hancock, Anne Abraham, Bryan Howieson & Kim Watty. (2016) Does calibration reduce variability in the assessment of accounting learning outcomes?. Assessment & Evaluation in Higher Education 41:3, pages 331-349.
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Hernan Casakin & Ariela Gigi. (2016) Cognitive styles in admission procedures for assessing candidates of architecture. Assessment & Evaluation in Higher Education 41:2, pages 167-182.
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W. Brian Whalley. (2016) Evaluating student assessments: the use of optimal foraging theory. Assessment & Evaluation in Higher Education 41:2, pages 183-198.
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Matt Homer, Godfrey Pell, Richard Fuller & John Patterson. (2016) Quantifying error in OSCE standard setting for varying cohort sizes: A resampling approach to measuring assessment quality. Medical Teacher 38:2, pages 181-188.
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Godfrey Pell, Matt Homer & Richard Fuller. (2015) Investigating disparity between global grades and checklist scores in OSCEs. Medical Teacher 37:12, pages 1106-1113.
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Teresa McConlogue. (2015) Making judgements: investigating the process of composing and receiving peer feedback. Studies in Higher Education 40:9, pages 1495-1506.
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Lennart Jølle. (2015) Rater strategies for reaching agreement on pupil text quality. Assessment in Education: Principles, Policy & Practice 22:4, pages 458-474.
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Bhavani Sridharan, Shona Leitch & Kim Watty. (2015) Evidencing learning outcomes: a multi-level, multi-dimensional course alignment model. Quality in Higher Education 21:2, pages 171-188.
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Ron Jonathan Pat-El, Harm Tillema, Mien Segers & Paul Vedder. (2015) Multilevel predictors of differing perceptions of Assessment for Learning practices between teachers and students. Assessment in Education: Principles, Policy & Practice 22:2, pages 282-298.
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Ian P. Herbert, John Joyce & Trevor Hassall. (2014) Assessment in Higher Education: The Potential for a Community of Practice to Improve Inter-marker Reliability. Accounting Education 23:6, pages 542-561.
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Rebecca J. Howell. (2014) Grading rubrics: hoopla or help?. Innovations in Education and Teaching International 51:4, pages 400-410.
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Carmen Tomas. (2014) Marking and feedback provision on essay-based coursework: a process perspective. Assessment & Evaluation in Higher Education 39:5, pages 611-624.
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Andy Brader, Allan Luke, Val Klenowski, Stephen Connolly & Adib Behzadpour. (2014) Designing online assessment tools for disengaged youth. International Journal of Inclusive Education 18:7, pages 698-717.
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Gillian Dale-Jones, Phil Hancock & Keith Willey. (2013) Accounting Students in an Australian University Improve their Writing: But How Did it Happen?. Accounting Education 22:6, pages 544-562.
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Lenore Adie, Margaret Lloyd & Denise Beutel. (2013) Identifying discourses of moderation in higher education. Assessment & Evaluation in Higher Education 38:8, pages 968-977.
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David Boud, Romy Lawson & Darrall G. Thompson. (2013) Does student engagement in self-assessment calibrate their judgement over time?. Assessment & Evaluation in Higher Education 38:8, pages 941-956.
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David John Baker & Danielle Zuvela. (2013) Feedforward strategies in the first-year experience of online and distributed learning environments. Assessment & Evaluation in Higher Education 38:6, pages 687-697.
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Esther Smaill. (2013) Moderating New Zealand’s National Standards: teacher learning and assessment outcomes. Assessment in Education: Principles, Policy & Practice 20:3, pages 250-265.
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Greet M.J. Fastré, Marcel R. van der Klink, Dominique Sluijsmans & Jeroen J.G. van Merriënboer. (2013) Towards an integrated model for developing sustainable assessment skills. Assessment & Evaluation in Higher Education 38:5, pages 611-630.
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Iris Vardi. (2013) Effectively feeding forward from one written assessment task to the next. Assessment & Evaluation in Higher Education 38:5, pages 599-610.
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Kathryne Drezek McConnell. (2013) Rubrics as catalysts for collaboration: a modest proposal. European Journal of Higher Education 3:1, pages 74-88.
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Claire Wyatt-Smith & Val Klenowski. (2013) Explicit, latent and meta-criteria: types of criteria at play in professional judgement practice. Assessment in Education: Principles, Policy & Practice 20:1, pages 35-52.
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D. Royce Sadler. (2013) Assuring academic achievement standards: from moderation to calibration. Assessment in Education: Principles, Policy & Practice 20:1, pages 5-19.
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Calvin Douglas Smith, Kate Worsfold, Lynda Davies, Ron Fisher & Ruth McPhail. (2013) Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education 38:1, pages 44-60.
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Sue Bloxham & Pete Boyd. (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal 38:4, pages 615-634.
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Stephen Connolly, Valentina Klenowski & Claire Maree Wyatt-Smith. (2012) Moderation and consistency of teacher judgement: teachers’ views. British Educational Research Journal 38:4, pages 593-614.
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Victor M. López-Pastor, Juan-Miguel Fernández-Balboa, MaríaL. Santos Pastor & Antonio Fraile Aranda. (2012) Students’ self-grading, professor’s grading and negotiated final grading at three university programmes: analysis of reliability and grade difference ranges and tendencies. Assessment & Evaluation in Higher Education 37:4, pages 453-464.
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Sue Bloxham, Peter Boyd & Susan Orr. (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education 36:6, pages 655-670.
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Mantz Yorke. (2011) Summative assessment: dealing with the ‘measurement fallacy’. Studies in Higher Education 36:3, pages 251-273.
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Barbara Crossouard. (2011) Using formative assessment to support complex learning in conditions of social adversity. Assessment in Education: Principles, Policy & Practice 18:1, pages 59-72.
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Vidar Gynnild. (2011) Student appeals of grades: a comparative study of university policies and practices. Assessment in Education: Principles, Policy & Practice 18:1, pages 41-57.
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D. Royce Sadler. (2010) Beyond feedback: developing student capability in complex appraisal. Assessment & Evaluation in Higher Education 35:5, pages 535-550.
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Sue Bloxham & Liz Campbell. (2010) Generating dialogue in assessment feedback: exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education 35:3, pages 291-300.
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Victoria Crisp. (2010) Judging the grade: exploring the judgement processes involved in examination grading decisions. Evaluation & Research in Education 23:1, pages 19-35.
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D. Royce Sadler. (2009) Grade integrity and the representation of academic achievement. Studies in Higher Education 34:7, pages 807-826.
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Peter Grainger, Michael Carey & Craig Johnston. Why not rubrics in doctoral education?. Assessment & Evaluation in Higher Education 0:0, pages 1-13.
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