Grade integrity and the representation of academic achievement
Bibliographic Data
| ID | 4098710 |
|---|---|
| Authors | D Royce Sadler (0000-0002-1602-9073, Griffith University, corresponding author) |
| Year | 2009 |
| Volume | 34 |
| Issue | 7 |
| Pages | 807-826 |
| Publication date | 2009-11-01 |
| 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 | 10.1080/03075070802706553 |
| OpenAlex | W2021496589 |
| Language | EN |
| Citations received | 37 |
| References cited | 17 |
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 soundness to allow for a strong inference to be drawn; and a grading principle that is theoretically appropriate for coding the level of a student’s performance. When further developed, the general approach outlined could produce positive side benefits, including ways of dealing with grade inflation
Academic achievement · Academic integrity · Grade inflation · Higher education · Inference · Mathematics education · Political science · Soundness · Computer Science · Engineering · Higher Education Learning Practices · Mathematics Education and Programs · Psychology · Social Psychology · Student Assessment and Feedback · Artificial Intelligence
The Common European Framework of Reference and the Co-Constructed Language Curriculum
Fidelity as a precondition for integrity in grading academic achievement
Running in Place
Using pairwise comparison and ordered exemplars as a basis for a novel method of standard setting in narrative writing
Using a logic model to evaluate rater training for EAP writing assessment
Fostering student motivation and engagement with feedback through ipsative processes
Necessary but problematic
Analyzing the impact of basic psychological needs on student academic performance
Grading in an age of assessment reform
Assessment, evaluation and quality assurance
Experiences of an international student with a visual disability making sense of assessment and feedback
Exploring Foreign Interference Risks in International Joint Education Programmes
The validity and students’ experiences of peer assessment in a large introductory class of gene technology
Redesigning the Assessment of an Entrepreneurship Course in an Information Technology Degree Program
Psychiatry interacts with contemporary Western views
Designing collaborative problem solving assessment tasks in engineering
The impact on stakeholder confidence of increased transparency in the examination assessment process
Three in-course assessment reforms to improve higher education learning outcomes
Feedback behaviour and preference in university academic English courses
Evaluating student assessments
Reciprocity in college teaching
Assessment for learning
The effectiveness of early identification of ‘at risk’ students in higher education institutions
Helping students understand the standards of work expected in an essay
Social moderation, assessment and assuring standards for accounting graduates
Students’ perceptions of the usefulness of marking guides, grade descriptors and annotated exemplars
Effectively feeding forward from one written assessment task to the next
Authentic Assessment for Student Learning
Business and Academic Interests in the Maintenance of Standards in Online Higher Education
Understanding students’ choice of electives and its implications
The relationship between grading leniency and grading reliability
Assessment for distinctiveness
Supporting teacher judgement and decision‐making
The Role of Cultural Discontinuity in the Academic Outcomes of Latina/o High School Students
Degree outcomes and national calibration
Grade inflation in UK higher education
What makes good feedback good
Perspectives of curriculum evaluation
What the Student Does
Formative assessment and the design of instructional systems
The local practices of assessment
Interpretations of criteria‐based assessment and grading in higher education
Indeterminacy in the use of preset criteria for assessment and grading
Making Sense of College Grades
Specifying and Promulgating Achievement Standards
Goal setting and task performance
| Unique citing works | 37 |
|---|---|
| Citations per year | 2,31 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 35 |