Transforming Holistic Assessment and Grading into a Vehicle for Complex Learning
One of the themes running through my work since 1980 has been that students need to develop the capacity to monitor the quality of their own work during its actual production. For this to occur, students need to appreciate what constitutes work of higher quality; to compare the quality of their emerging work with the higher quality; and to draw on a store of tactics to modify their work as necessary. In this chapter, this theme is extended in two ways. The first is an analysis of the fundamental validity of using preset criteria as a general approach to appraising quality. The second is a teaching design that enables holistic appraisals to align pedagogy with assessment.
For the purposes of this chapter, a course refers to a unit of study that forms a relatively self-contained component of a degree program. A student response to an assessment task is referred to as a work. The assessed quality of each work is represented by a numerical, literal or verbal mark or grade....
KeywordsStudent Work Assessment Task Global Judgment Qualitative Judgment Analytic Judgment
I am grateful to Gordon Joughin for his constant support and critical readings of different versions of this chapter during its development. His many suggestions for improvement have been invaluable.
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