Summative assessment:dealing with the ‘measurement fallacy’

Yorke, Mantz (2011) Summative assessment:dealing with the ‘measurement fallacy’. Studies in Higher Education, 36 (3). pp. 251-273. ISSN 0307-5079

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Abstract

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.

Item Type:
Journal Article
Journal or Publication Title:
Studies in Higher Education
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3300/3304
Subjects:
ID Code:
62960
Deposited By:
Deposited On:
18 Mar 2013 15:16
Refereed?:
Yes
Published?:
Published
Last Modified:
01 Jul 2020 09:54