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Assessment & Evaluation in Higher Education Volume 35, 2010 - Issue 6
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Articles

Fidelity as a precondition for integrity in grading academic achievement

D. Royce Sadler Griffith Institute for Higher Education, Griffith University, Brisbane, AustraliaCorrespondence[email protected]
Pages 727-743 | Published online: 04 Sep 2009

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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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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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Jaci Mason, Lynne Roberts & Helen Flavell. (2022) A Foucauldian discourse analysis of unit coordinators’ experiences of consensus moderation in an Australian university. Assessment & Evaluation in Higher Education 47:8, pages 1289-1300.
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Karen Olave-Encina. (2022) Experiences of an international student with a visual disability making sense of assessment and feedback. International Journal of Inclusive Education 26:5, pages 466-479.
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Trina Jorre de St Jorre, David Boud & Elizabeth D. Johnson. (2021) Assessment for distinctiveness: recognising diversity of accomplishments. Studies in Higher Education 46:7, pages 1371-1382.
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Anastasiya A. Lipnevich, Thomas R. Guskey, Dana M. Murano & Jeffrey K. Smith. (2020) What do grades mean? Variation in grading criteria in American college and university courses. Assessment in Education: Principles, Policy & Practice 27:5, pages 480-500.
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Lenore Adie & Claire Wyatt-Smith. (2020) Fidelity of summative performance assessment in initial teacher education: The intersection of standardisation and authenticity. Asia-Pacific Journal of Teacher Education 48:3, pages 267-286.
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W. Brian Whalley. (2019) Towards institutional ‘quality education’ policies in higher education: a schema for their implementation. Quality in Higher Education 25:3, pages 340-358.
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Peter Grainger, Deborah Heck & Michael Christie. (2019) Evaluating the efficacy of Masters coursework criteria sheets using a 10 question framework. Journal of Further and Higher Education 43:3, pages 396-405.
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D. Royce Sadler. (2016) Three in-course assessment reforms to improve higher education learning outcomes. Assessment & Evaluation in Higher Education 41:7, pages 1081-1099.
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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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Peter Grainger & Katie Weir. (2016) An alternative grading tool for enhancing assessment practice and quality assurance in higher education. Innovations in Education and Teaching International 53:1, pages 73-83.
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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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Bruce Macfarlane. (2015) Student performativity in higher education: converting learning as a private space into a public performance. Higher Education Research & Development 34:2, pages 338-350.
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Kim Watty, Mark Freeman, Bryan Howieson, Phil Hancock, Brendan O’Connell, Paul de Lange & Anne Abraham. (2014) Social moderation, assessment and assuring standards for accounting graduates. Assessment & Evaluation in Higher Education 39:4, pages 461-478.
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Sonia Walker & Julia Hobson. (2014) Interventions in teaching first-year law: feeding forward to improve learning outcomes. Assessment & Evaluation in Higher Education 39:3, pages 326-338.
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Anne Gardner & Keith Willey. (2013) Editorial. European Journal of Engineering Education 38:6, pages 579-581.
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Katherine A. Seaton. (2013) Efficacy and efficiency in formative assessment: an informed reflection on the value of partial marking. International Journal of Mathematical Education in Science and Technology 44:7, pages 963-971.
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Richard Fuller, Matthew Homer & Godfrey Pell. (2013) Longitudinal interrelationships of OSCE station level analyses, quality improvement and overall reliability. Medical Teacher 35:6, pages 515-517.
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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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D. Royce Sadler. (2012) Assessment, evaluation and quality assurance: Implications for integrity in reporting academic achievement in higher education. Education Inquiry 3:2, pages 201-216.
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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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D. Royce Sadler. (2011) Academic freedom, achievement standards and professional identity. Quality in Higher Education 17:1, pages 85-100.
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Jo-ann Larkins & Katherine Seaton. Our cheating is not your cheating: signature misconduct exemplified in mathematics. Assessment & Evaluation in Higher Education 0:0, pages 1-11.
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Bruce Macfarlane. (2021) Methodology, Fake Learning, and Emotional Performativity. ECNU Review of Education 5:1, pages 140-155.
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Caroline Elbra-Ramsay. 2020. The Palgrave Handbook of Teacher Education Research. The Palgrave Handbook of Teacher Education Research 1 25 .
Bruce Macfarlane. 2021. Trusting in Higher Education. Trusting in Higher Education 89 100 .
N. P. Subheesh & Satya Sundar Sethy. (2020) Learning through Assessment and Feedback Practices: A Critical Review of Engineering Education Settings. EURASIA Journal of Mathematics, Science and Technology Education 16:3.
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Trina Jorre de St Jorre. 2020. Re-imagining University Assessment in a Digital World. Re-imagining University Assessment in a Digital World 277 288 .
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Paul E. Newton. (2017) There Is More to Educational Measurement Than Measuring: The Importance of Embracing Purpose Pluralism. Educational Measurement: Issues and Practice 36:2, pages 5-15.
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Joakim Caspersen, Jens‐Christian Smeby & Per Olaf Aamodt. (2017) Measuring learning outcomes. European Journal of Education 52:1, pages 20-30.
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Bruce Macfarlane & Michael Tomlinson. (2017) Critiques of Student Engagement. Higher Education Policy 30:1, pages 5-21.
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Cath Ellis. 2017. E-Portfolios in Higher Education. E-Portfolios in Higher Education 35 49 .
Susan M. Bridges, Claire M. Wyatt-Smith & Michael G. Botelho. 2017. Scaling up Assessment for Learning in Higher Education. Scaling up Assessment for Learning in Higher Education 81 98 .
James J. Jaurez. 2016. Increasing Productivity and Efficiency in Online Teaching. Increasing Productivity and Efficiency in Online Teaching 264 289 .
Jon Yorke & Lesley VidovichJon Yorke & Lesley Vidovich. 2016. Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories. Learning Standards and the Assessment of Quality in Higher Education: Contested Policy Trajectories 35 67 .
Ngat-Chin Lim. (2015) Towards an integrated academic assessment: closing employers’ expectations?. Education + Training 57:2, pages 148-169.
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D. Royce Sadler. 2015. Assessment in Music Education: from Policy to Practice. Assessment in Music Education: from Policy to Practice 9 19 .
Amanda Henderson, Duncan D. Nulty, Marion L. Mitchell, Carol A. Jeffrey, Michelle Kelly, Michele Groves, Pauline Glover & Sabina Knight. (2013) An implementation framework for using OSCEs in nursing curricula. Nurse Education Today 33:12, pages 1459-1461.
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D. Royce Sadler. 2013. Modeling and Measuring Competencies in Higher Education. Modeling and Measuring Competencies in Higher Education 13 27 .
Keith Willey & Anne Gardner. (2012) Collaborative learning frameworks to promote a positive learning culture. Collaborative learning frameworks to promote a positive learning culture.
A J Kilgour. (2013) Assessment of competency in radiography students — a new approach. Radiographer 58:3, pages 32-37.
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