Home > Research > Publications & Outputs > Summative assessment
View graph of relations

Summative assessment: dealing with the ‘measurement fallacy’

Research output: Contribution to journalJournal articlepeer-review

Published

Standard

Summative assessment : dealing with the ‘measurement fallacy’. / Yorke, Mantz.

In: Studies in Higher Education, Vol. 36, No. 3, 2011, p. 251-273.

Research output: Contribution to journalJournal articlepeer-review

Harvard

APA

Vancouver

Author

Yorke, Mantz. / Summative assessment : dealing with the ‘measurement fallacy’. In: Studies in Higher Education. 2011 ; Vol. 36, No. 3. pp. 251-273.

Bibtex

@article{d9ce536423644df4858b1a30b5030505,
title = "Summative assessment: dealing with the {\textquoteleft}measurement fallacy{\textquoteright}",
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.",
keywords = "academic achievement , grading, academic success, assessment, measurement",
author = "Mantz Yorke",
year = "2011",
doi = "10.1080/03075070903545082",
language = "English",
volume = "36",
pages = "251--273",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Summative assessment

T2 - dealing with the ‘measurement fallacy’

AU - Yorke, Mantz

PY - 2011

Y1 - 2011

N2 - 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.

AB - 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.

KW - academic achievement

KW - grading

KW - academic success

KW - assessment

KW - measurement

U2 - 10.1080/03075070903545082

DO - 10.1080/03075070903545082

M3 - Journal article

VL - 36

SP - 251

EP - 273

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 3

ER -