Summative assessment
Dealing With the 'Measurement Fallacy
Bibliographic Data
| ID | 4097997 |
|---|---|
| Authors | Mantz Yorke (Lancaster University, corresponding author) |
| Year | 2011 |
| Volume | 36 |
| Issue | 3 |
| Pages | 251-273 |
| Publication date | 2011-05-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075070903545082 |
| OpenAlex | W2087161546 |
| Language | EN |
| Citations received | 22 |
| References cited | 47 |
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
Acknowledgement · Attribution · Constructive · Epistemology · Fallacy · Formative assessment · Higher education · Judgement · Mathematics education · Pedagogy · Political science · Sociology · Summative assessment · Computer Science · Educational and Psychological Assessments · Engineering · Evaluation of Teaching Practices · Law · Medicine · Philosophy · Psychology · Social Psychology · Student Assessment and Feedback
Validity and Value of Teacher Education Research
Bridging the AI skills gap
Assessor experience, not rubric type, determines grading reliability in biosciences coursework
Undergraduate Biology Students Received Higher Grades During Covid-19 but Perceived Negative Effects on Learning
Beyond the assessment of knowing
Fit for purpose
Undergraduate student perceptions of assessment and feedback practice
Integrating formative and summative feedback in online situational judgement tests
Unpacking the impact of teacher assessment approaches on student writing engagement
Behind the grades
We cannot agree to disagree
Interventions in teaching first-year law
Assessment and its outcomes
Academic standards and regulatory frameworks
The language of assessment
Students’ views of oral performance assessment in mathematics
Let’s stop the pretence of consistent marking
Immigrant students’ experiences of assessment methods used in Icelandic universities
How experience affects assessment – a longitudinal study of assessment of university students’ essays
The relationship between grading leniency and grading reliability
Perceptions of effectiveness, fairness and feedback of assessment methods
Who's marking my essay? The assessment of non-native-speaker and native-speaker undergraduate essays in an Australian higher education context
An Easy Guide to Factor Analysis
The magical number 4 in short-term memory
Representativeness Revisited
Peripheral Vision
Trust, distrust and their impact on assessment reform
Fidelity as a precondition for integrity in grading academic achievement
Marking the Difference
What is happening when we assess, and how can we use our understanding of this to improve assessment
Does Grading Method Influence Honours Degree Classification
Assessment standards
Marking and moderation in the UK
Using Marks to Assess Student Performance, some problems and alternatives
'It's Pretty Difficult to Fail'
Towards a scholarship of assessment
The local practices of assessment
Discipline‐related Marking Behaviour Using Percentages
Assessing the Undergraduate Dissertation
Interpretations of criteria‐based assessment and grading in higher education
Assessing Using Grade-related Criteria
Judging quality through substantive conversations between markers
A social constructivist assessment process model
Two Models of Educational Assessment
Indeterminacy in the use of preset criteria for assessment and grading
Assessment criteria
The magical number seven, plus or minus two
Fourth-Generation Evaluation
Double Marking Revisited
After Method
Specifying and Promulgating Achievement Standards
An application of judgment analysis to examination marking in psychology
A new approach to exploring biases in educational assessment
Summative Assessment in Higher Education
Summative assessment of portfolios
Comparison of five rules for determining the number of components to retain
The eigenvalues-greater-than-one rule and the reliability of components
How finely grained does summative assessment need to be
Learning in the academic workplace
| Unique citing works | 22 |
|---|---|
| Citations per year | 1,69 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 22 |