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How finely grained does summative assessment need to be?

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How finely grained does summative assessment need to be? / Yorke, Mantz.
In: Studies in Higher Education, Vol. 35, No. 6, 2010, p. 677-689.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Yorke, M 2010, 'How finely grained does summative assessment need to be?', Studies in Higher Education, vol. 35, no. 6, pp. 677-689. https://doi.org/10.1080/03075070903243118

APA

Yorke, M. (2010). How finely grained does summative assessment need to be? Studies in Higher Education, 35(6), 677-689. https://doi.org/10.1080/03075070903243118

Vancouver

Yorke M. How finely grained does summative assessment need to be? Studies in Higher Education. 2010;35(6):677-689. doi: 10.1080/03075070903243118

Author

Yorke, Mantz. / How finely grained does summative assessment need to be?. In: Studies in Higher Education. 2010 ; Vol. 35, No. 6. pp. 677-689.

Bibtex

@article{9c9e764e73db463098946f0c4dbbda1a,
title = "How finely grained does summative assessment need to be?",
abstract = "Assessors in higher education are often faced with the need to grade student work on lengthy scales. Is such fine granularity in assessment really necessary? The question can be addressed at different levels of the assessment system: here the focus is on the difference that would be made to honours degree classifications if so‐called percentage grades were replaced by grades on a very much shorter scale. Detailed analysis of the complete assessment records of 144 Law students on a modular scheme in a university in the UK showed that the difference was not large, and derived mainly from the way in which sub‐modular grades were combined. Some implications of the findings are discussed, which have relevance beyond higher education in the UK.",
keywords = "assessment, grading system, outcomes, degree performance, honours classification",
author = "Mantz Yorke",
year = "2010",
doi = "10.1080/03075070903243118",
language = "English",
volume = "35",
pages = "677--689",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "6",

}

RIS

TY - JOUR

T1 - How finely grained does summative assessment need to be?

AU - Yorke, Mantz

PY - 2010

Y1 - 2010

N2 - Assessors in higher education are often faced with the need to grade student work on lengthy scales. Is such fine granularity in assessment really necessary? The question can be addressed at different levels of the assessment system: here the focus is on the difference that would be made to honours degree classifications if so‐called percentage grades were replaced by grades on a very much shorter scale. Detailed analysis of the complete assessment records of 144 Law students on a modular scheme in a university in the UK showed that the difference was not large, and derived mainly from the way in which sub‐modular grades were combined. Some implications of the findings are discussed, which have relevance beyond higher education in the UK.

AB - Assessors in higher education are often faced with the need to grade student work on lengthy scales. Is such fine granularity in assessment really necessary? The question can be addressed at different levels of the assessment system: here the focus is on the difference that would be made to honours degree classifications if so‐called percentage grades were replaced by grades on a very much shorter scale. Detailed analysis of the complete assessment records of 144 Law students on a modular scheme in a university in the UK showed that the difference was not large, and derived mainly from the way in which sub‐modular grades were combined. Some implications of the findings are discussed, which have relevance beyond higher education in the UK.

KW - assessment

KW - grading system

KW - outcomes

KW - degree performance

KW - honours classification

U2 - 10.1080/03075070903243118

DO - 10.1080/03075070903243118

M3 - Journal article

VL - 35

SP - 677

EP - 689

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 6

ER -