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ERIC Number: EJ923255
Record Type: Journal
Publication Date: 2011
Pages: 23
Abstractor: As Provided
Reference Count: 73
ISSN: ISSN-0307-5079
Summative Assessment: Dealing with the "Measurement Fallacy"
Yorke, Mantz
Studies in Higher Education, v36 n3 p251-273 2011
Much grading of student work is based, overtly or tacitly, on assumptions derived from scientific measurement. However, the practice of grading and the cumulation of grades into an overall index of achievement are socially constructed activities that fall a long way short of what is expected of scientific measurement. If scientific measurement is an unattainable ideal, how should the summative assessment of student achievement be approached? The case is argued that the professional judgement of assessors has to be given prominence, and that this implies a sustained commitment to developmental work at institutional and sectoral levels. Some suggestions along these lines are outlined. (Contains 1 figure and 1 table.)
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; Opinion Papers
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A