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ERIC Number: EJ802651
Record Type: Journal
Publication Date: 2008-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-0969-594X
(Mis)Appropriations of Criteria and Standards-Referenced Assessment in a Performance-Based Subject
Hay, Peter J.; Macdonald, Doune
Assessment in Education: Principles, Policy & Practice, v15 n2 p153-168 Jul 2008
This paper draws on semi-structured interview data and participant observations of senior secondary Physical Education (PE) teachers and students at two school sites across 20 weeks of the school year. The data indicated that the teachers in this study made progressive judgements about students' level of achievement across each unit of work without explicit or overt reference to the criteria and standards represented in the schools' work programmes and in the Senior PE syllabus. The teachers' justification for such an approach was that the criteria and standards had become for them sufficiently "internalised". Determining students' levels of achievement was for the teachers somewhat "intuitive", being reliant on their memory of students' performances, and influenced by the construct-irrelevant affective characteristics of the students. It is argued in this paper that such construct-irrelevance compromised the construct validity and possible inter-rater reliability of the decisions made and advantaged some students and marginalised others on the basis of characteristics that were not specifically related to the learning expected from following the syllabus. The potential inequities of such an approach are discussed and suggestions are made for the consolidation of the validity and reliability of teachers' judgements. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A