D Royce Sadler
Biographic Data
| ID | 1502852 |
|---|---|
| NAME | D Royce Sadler |
| GIVEN NAMES | D Royce |
| FAMILY NAME | Sadler |
| SIGNATURE | SADLER D R |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0002-1602-9073 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 26 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Three in-course assessment reforms to improve higher education learning outcomes
A current international concern is that, for too large a proportion of graduates, their higher order cognitive and practical capabilities are below acceptable levels. The constituent courses of academic programmes are the most logical sites for developing these capabilities. Contributing to patchy attainment are deficiencies in three particular aspects of assessment practice: the design and specifications of many assessment tasks; the minimum req…
Assessment, evaluation and quality assurance: Implications for integrity in reporting academic achievement in higher education
The terms assessment, evaluation and quality assurance have various interpretations in higher education. The first two, assessment and evaluation, share considerable conceptual ground and interconnected histories. Quality assurance, on the other hand, is a more recent development. The issue of academic achievement standards in particular has significant implications for quality assurance. The first half of this article provides a selective broad-…
Fidelity as a precondition for integrity in grading academic achievement
If a grade is to be trusted as an authentic representation of a student’s level of academic achievement, one of the requirements is that all the elements that contribute to that grade must qualify as achievement, and not be something else. The implications of taking this proposition literally turn out to be far reaching. Many elements that are technically non‐achievements are routinely incorporated into grades and thereby act as contaminants. A v…
Beyond feedback: Developing student capability in complex appraisal
A common practice is to give students detailed feedback about the strengths and weaknesses of their work, with suggestions for improvement. However, the impact of feedback often seems negligible, despite the investment of considerable time and effort put into its construction. With a view to increasing its effectiveness, extensive theoretical and empirical research has been carried out into structure, timing and other parameters. For students to …
Indeterminacy in the use of preset criteria for assessment and grading
When assessment tasks are set for students in universities and colleges, a common practice is to advise them of the criteria that will be used for grading their responses. Various schemes for using multiple criteria have been widely advocated in the literature. Each scheme is designed to offer clear benefits for students. Breaking down holistic judgments into more manageable parts is seen as a way to increase openness for students and achieve mor…
Grade integrity and the representation of academic achievement
In this article, grade integrity is defined as the extent to which each grade awarded, either at the conclusion of a course or module of study, or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a student’s performance. The three basic requirements for this aspiration to be realised are, in order: assessment evidence of a logically legitimate type; evidence of sufficient scope and so…
Interpretations of criteria‐based assessment and grading in higher education
The increasing use of criteria‐based approaches to assessment and grading in higher education is a consequence of its sound theoretical rationale and its educational effectiveness. This article is based on a review of the most common grading policies that purport to be criteria‐based. The analysis shows that there is no common understanding of what criteria‐based means or what it implies for practice. This has inhibited high‐quality discourse, re…
Formative Assessment: Revisiting the territory
(1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 77-84.
Formative assessment and the design of instructional systems
Specifying and Promulgating Achievement Standards
Assessment practices, both at the classroom level and for the award of certificates, have traditionally followed norm-referenced principles, although in recent years there has been an increasing interest in criterion-referenced assessment. In the first part of this article, another approach (referred to as standards-referenced assessment) is outlined. Sharing much of the motivation and philosophy of criterion-referenced assessment, it makes direc…
Evaluation and the Improvement of Academic Learning
Additional informationNotes on contributorsD. Royce SadlerD. Royce Sadler is lecturer in education, University of Queensland, Australia
Specifying and Promulgating Achievement Standards
Assessment practices, both at the classroom level and for the award of certificates, have traditionally followed norm-referenced principles, although in recent years there has been an increasing interest in criterion-referenced assessment. In the first part of this article, another approach (referred to as standards-referenced assessment) is outlined. Sharing much of the motivation and philosophy of criterion-referenced assessment, it makes direc…
Grade integrity and the representation of academic achievement
In this article, grade integrity is defined as the extent to which each grade awarded, either at the conclusion of a course or module of study, or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a student’s performance. The three basic requirements for this aspiration to be realised are, in order: assessment evidence of a logically legitimate type; evidence of sufficient scope and so…
Evaluation and the Improvement of Academic Learning
Additional informationNotes on contributorsD. Royce SadlerD. Royce Sadler is lecturer in education, University of Queensland, Australia
Assessment, evaluation and quality assurance: Implications for integrity in reporting academic achievement in higher education
The terms assessment, evaluation and quality assurance have various interpretations in higher education. The first two, assessment and evaluation, share considerable conceptual ground and interconnected histories. Quality assurance, on the other hand, is a more recent development. The issue of academic achievement standards in particular has significant implications for quality assurance. The first half of this article provides a selective broad-…
Evaluation and the Improvement of Academic Learning
Additional informationNotes on contributorsD. Royce SadlerD. Royce Sadler is lecturer in education, University of Queensland, Australia
Specifying and Promulgating Achievement Standards
Assessment practices, both at the classroom level and for the award of certificates, have traditionally followed norm-referenced principles, although in recent years there has been an increasing interest in criterion-referenced assessment. In the first part of this article, another approach (referred to as standards-referenced assessment) is outlined. Sharing much of the motivation and philosophy of criterion-referenced assessment, it makes direc…
Formative assessment and the design of instructional systems
Formative Assessment: Revisiting the territory
(1998). Formative Assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice: Vol. 5, No. 1, pp. 77-84.
Interpretations of criteria‐based assessment and grading in higher education
The increasing use of criteria‐based approaches to assessment and grading in higher education is a consequence of its sound theoretical rationale and its educational effectiveness. This article is based on a review of the most common grading policies that purport to be criteria‐based. The analysis shows that there is no common understanding of what criteria‐based means or what it implies for practice. This has inhibited high‐quality discourse, re…
Indeterminacy in the use of preset criteria for assessment and grading
When assessment tasks are set for students in universities and colleges, a common practice is to advise them of the criteria that will be used for grading their responses. Various schemes for using multiple criteria have been widely advocated in the literature. Each scheme is designed to offer clear benefits for students. Breaking down holistic judgments into more manageable parts is seen as a way to increase openness for students and achieve mor…
Grade integrity and the representation of academic achievement
In this article, grade integrity is defined as the extent to which each grade awarded, either at the conclusion of a course or module of study, or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a student’s performance. The three basic requirements for this aspiration to be realised are, in order: assessment evidence of a logically legitimate type; evidence of sufficient scope and so…
Fidelity as a precondition for integrity in grading academic achievement
If a grade is to be trusted as an authentic representation of a student’s level of academic achievement, one of the requirements is that all the elements that contribute to that grade must qualify as achievement, and not be something else. The implications of taking this proposition literally turn out to be far reaching. Many elements that are technically non‐achievements are routinely incorporated into grades and thereby act as contaminants. A v…
Beyond feedback: Developing student capability in complex appraisal
A common practice is to give students detailed feedback about the strengths and weaknesses of their work, with suggestions for improvement. However, the impact of feedback often seems negligible, despite the investment of considerable time and effort put into its construction. With a view to increasing its effectiveness, extensive theoretical and empirical research has been carried out into structure, timing and other parameters. For students to …
Assessment, evaluation and quality assurance: Implications for integrity in reporting academic achievement in higher education
The terms assessment, evaluation and quality assurance have various interpretations in higher education. The first two, assessment and evaluation, share considerable conceptual ground and interconnected histories. Quality assurance, on the other hand, is a more recent development. The issue of academic achievement standards in particular has significant implications for quality assurance. The first half of this article provides a selective broad-…
Three in-course assessment reforms to improve higher education learning outcomes
A current international concern is that, for too large a proportion of graduates, their higher order cognitive and practical capabilities are below acceptable levels. The constituent courses of academic programmes are the most logical sites for developing these capabilities. Contributing to patchy attainment are deficiencies in three particular aspects of assessment practice: the design and specifications of many assessment tasks; the minimum req…
Psychology (10 works) · Student Assessment and Feedback (10 works) · Mathematics education (9 works) · Higher education (7 works) · Political science (7 works) · Computer Science (6 works) · Engineering (6 works) · Higher Education Learning Practices (6 works) · Evaluation of Teaching Practices (5 works) · Pedagogy (5 works)