From “Seeing Through” to “Seeing With”: Assessment Criteria and the Myths of Transparency

Frontiers in Education

Volumn 3, Issue , 2018, Pages

  Bearman, Margaret ^a   Ajjawi, Rola ^a  

^a DEAKIN UNIVERSITY   (Australia)

Author keywords

assessment criteria; higher education; rubrics; standards; Transparency

Indexed keywords

EID: 85068375158     PISSN: None     EISSN: 2504284X     Source Type: Journal    
DOI: 10.3389/feduc.2018.00096     Document Type: Article

References (30)

1. Ajjawi R., Bearman M., (2018). Problematising standards: representation or performance?, in Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work, eds Boud D., Ajjawi R., Dawson P., Tai J., (Abingdon: Routledge), 41–50.
2. Bearman M., Dawson P., Bennett S., Hall M., Molloy E., Boud D., et al. (2017). How university teachers design assessments: a cross-disciplinary study. High. Educ. 74, 49–64. 10.1007/s10734-016-0027-7
3. Bell A., Mladenovic R., Price M., (2013). Students' perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars. Assess. Eval. High. Educ. 38, 769–788. 10.1080/02602938.2012.714738
4. Bloxham S., Boyd P., (2012). Accountability in grading student work: securing academic standards in a twenty-first century accountability context. Br. Educ. Res. J. 38, 615–634. 10.1080/01411926.2011.569007
5. Bloxham S., den-Outer B., Hudson J., Price M., (2016). Let's stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assess. Eval. High. Educ. 41, 466–481. 10.1080/02602938.2015.1024607
6. Boud D., (2014). Shifting views of assessment: from secret teachers' business to sustaining learning,” in Advances and Innovations in University Assessment and Feedback, eds Kreber C., Anderson C., Entwhistle N., McArthur J., (Edinburgh: University of Edinburgh), 13–31.
7. Brancaleone D., O'Brien S., (2011). Educational commodification and the (economic) sign value of learning outcomes. Br. J. Sociol. Educ. 32, 501–519. 10.1080/01425692.2011.578435
8. Carless D., Chan K. K. H., To J., Lo M., Barrett E., (2018). Developing students' capacities for evaluative judgment through analysing exemplars, in Developing Evaluative Judgment in Higher Education: Assessment for Knowing and Producing Quality Work, eds Boud D., Ajjawi R., Dawson P., Tai J., (London: Routledge), 108–116.
9. Dawson P., (2015). Assessment rubrics: towards clearer and more replicable design, research and practice. Assess. Eval. High. Educ. 42, 347–360. 10.1080/02602938.2015.1111294
10. Fraile J., Panadero E., Pardo R., (2017). Co-creating rubrics: the effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Stud. Educ. Eval. 53, 69–76. 10.1016/j.stueduc.2017.03.003
11. Hack C., (2015). Analytical rubrics in higher education: a repository of empirical data. Br. J. Educ. Technol. 46, 924–927. 10.1111/bjet.12304
12. Hack C., Devlin J., Lowery C., (2014). Analytical rubrics: a repository of empirical data. 10.13140/2.1.4647.7766
13. Hofer B. K., (2001). Personal epistemology research: implications for learning and teaching. Educ. Psychol. Rev. 13, 353–383. 10.1023/A:1011965830686
14. Hudson J., Bloxham S., den Outer B., Price M., (2017). Conceptual acrobatics: talking about assessment standards in the transparency era. Stud. High. Educ. 42, 1309–1323. 10.1080/03075079.2015.1092130
15. Jackel B., Pearce J., Radloff A., Edwards D., (2017). Assessment and feedback in higher education: a review of literature for the higher education academy.
16. Jankowski N., Provezis S., (2014). Neoliberal ideologies, governmentality and the academy: an examination of accountability through assessment and transparency. Educ. Philos. Theory 46, 475–487. 10.1080/00131857.2012.721736
17. Jonsson A., (2014). Rubrics as a way of providing transparency in assessment. Assess. Eval. High. Educ. 39, 840–852. 10.1080/02602938.2013.875117
18. Kruger J., Dunning D., (1999). Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. J. Pers. Soc. Psychol. 77, 1121–1134. 10.1037/0022-3514.77.6.112110626367
19. Norton L., (2004). Using assessment criteria as learning criteria: a case study in psychology. Assess. Eval. High. Educ. 29, 687–702. 10.1080/0260293042000227236
20. O'Donovan B., Price M., Rust C., (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teach. High. Educ. 9, 325–335. 10.1080/1356251042000216642
21. Orr S., (2007). Assessment moderation: constructing the marks and constructing the students. Assess. Eval. High. Educ. 32, 645–656. 10.1080/02602930601117068
22. Panadero E., Jonsson A., (2013). The use of scoring rubrics for formative assessment purposes revisited: a review. Educ. Res. Rev. 9, 129–144. 10.1016/j.edurev.2013.01.002
23. Raaper R., (2016). Academic perceptions of higher education assessment processes in neoliberal academia. Crit. Stud. Educ. 57, 175–190. 10.1080/17508487.2015.1019901
24. Reddy Y. M., Andrade H., (2010). A review of rubric use in higher education. Assess. Eval. High. Educ. 35, 435–448. 10.1080/02602930902862859
25. Rodríguez-Gómez G., Ibarra-Sáiz M. S., (2015). Assessment as learning and empowerment: towards sustainable learning in higher education, in Sustainable Learning in Higher Education, eds Peris-Ortiz M., Merigo Lindahl J. M., (Springer), 1–20.
26. Sadler D. R., (2007). Perils in the meticulous specification of goals and assessment criteria. Assess. Educ. Princip. Policy Pract. 14, 387–392. 10.1080/09695940701592097
27. Sadler D. R., (2009). Grade integrity and the representation of academic achievement. Stud. High. Educ. 34, 807–826. 10.1080/03075070802706553
28. Strathern M., (2000). The tyranny of transparency. Br. Educ. Res. J. 26, 309–321. 10.1080/713651562
29. Torrance H., (2007). Assessment as learning? How the use of explicit learning objectives, assessment criteria and feedback in post-secondary education and training can come to dominate learning. Assess. Educ. Princip. Policy Pract. 14, 281–294. 10.1080/09695940701591867
30. Tummons J., (2014). The textual representation of professionalism: problematising professional standards for teachers in the UK lifelong learning sector. Res. Post Compul. Educ. 19, 33–44. 10.1080/13596748.2014.872918