Monthly Archives: July 2012

Off with the head – China had the answer to plagiarism hundreds of years ago.

Plagiarism arises again and again as an issue in assessment. Suggestions are made that students need to be educated to avoid it, assessment tasks are devised to minimize it and assessors are vigilant to detect it (using electronic means). It … Continue reading

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What is Professional Judgement?

In his article on professional judgement and disposition Dottin quotes two earlier authors. Both quotes offer shallow, out of context ideas about professional judgement (PJ) and do nothing to get to the nub of what it is.  After reading Dottin’s … Continue reading

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Maintaining standards in assessment

AUTC is the Australia Universities Teaching Committee. In 2002 they issued several papers aimed at assisting universities to maintain standards in assessment and to respond to new issues. Paper One – A new era in assessing student learning Two new … Continue reading

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Fundamental Assessment Principles …

As his title suggests McMillan sets out to elucidate the basic principles of assessment. He highlights the role of professional judgment ‘whether the judgment occurs in constructing test questions, scoring essays, creating rubrics, grading participation, combining scores, or interpreting standardized … Continue reading

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Spray of ideas from journal article interview with Brian Huot

Huot talks about machine scoring of assessment as the culmination of pursuing reliability. And he is right on that one. The machine will spit out the same results no matter when the test is taken or by whom it’s taken. … Continue reading

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Machine Scoring – Seriously?

Condon (2011) reviews the various phases of writing assessment over the last century. The developments of the last fifteen or twenty years are particularly interesting. Several important issues are raised including portfolios, machine assessment and the behemoth tests. The relationship … Continue reading

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The trouble with “The Trouble with Rubrics”

Kohn (2011) argues that rubrics have a negative effect on student writing because they encourage focus on marks rather than on learning. There is truth to this; they do encourage focus on marks. Students become aware of what is required to … Continue reading

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