ERIC Number: EJ1020851
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 23
How Far Can We Aspire to Consistency When Assessing Learning?
Ethics and Education, v8 n3 p217-228 2013
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.
Descriptors: Ethics, Evaluation Methods, Aesthetics, Validity, Reliability, Academic Achievement, Natural Sciences, Value Judgment, Holistic Evaluation, Humanities, Social Sciences
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A