Interpretations of criteria‐based assessment and grading in higher education

By D. R. Sadler *. 2005

590 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/92da708d32f4a91e0e40f0c2247a798aa4d652b5

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Citations in the corpus

Does student engagement in self-assessment calibrate their judgement over time? (2013, background): “These terms were intended to replace the usual reference to percentage marks to encourage the development of a judgement culture (Sadler 2005, 190).”
Authentic Assessment for Student Learning: An ontological conceptualisation (2014, background): “As assessment assumes high stakes in educational processes where student performance is graded and certified (Price et al., 2011; Sadler, 2005, 2009), such an environment is critical.”
The academic value of internships: Benefits across disciplines and student backgrounds (2015, background): “Within the English-speaking world, there are a number of approaches to grading and awarding a particular level of outcome to a student’s degree (Sadler, 2005).”
Criterion-referenced and norm-referenced assessments: compatibility and complementarity (2016, background): “In this sense, criterion referencing needs to be anchored to a specific context (Sadler 2005).”
Grade integrity and the representation of academic achievement (2009, background): “It gets to the core distinction between standards as they apply in standards referenced grading and the “standards” that are expressed through rubrics; tables of objectives; catalogues of competencies; sets of intended student learning outcomes; lists of skills to be mastered, gained or demonstrated”
Authentic assessment: creating a blueprint for course design (2018, background): “Thus, students can identify areas that need improvement and see changes over time, developing a growing understanding of acceptable standards of performance (Sadler 1989, 2005; Boud and Falchikov 2006).”
Marking and moderation in the UK: false assumptions and wasted resources (2009, background): “…is designed to add to the debate that is taking place in the pages of this journal on the inherent frailty of marking practices and variability of standards (e.g. Baume, Yorke, and Coffey 2004; Norton 2004; Price 2005; Read, Francis, and Robson 2005; Sadler 2005; Hartley et al. 2006; Knight 2006).”
Popular music pedagogy: peer learning in practice (2008, background): “The development of both the inclination and ability to self-assess is important so that students can monitor progress, identify strengths and weaknesses, recognise good work and develop professional judgement (Boud, Cohen, and Sampson 1999 ; Claxton 1999 ; Sadler 2005 ).”
Towards a personal best: a case for introducing ipsative assessment in higher education (2011, background): “Sadler (2005) argued that there are two reasons for this.”
Models for early prediction of at-risk students in a course using standards-based grading (2016, background): “In addition, because the students are aware of course learning objectives and a student's grade is independent of other students' performance, it provides “ fairness and transparency ” (Sadler, 2005).”
Moving feedback forward: theory to practice (2013, background): “Exemplars may also be a way of focusing on the notion of standards and away from criteria as encouraged by Sadler (2005).”
Students’ perceptions of written feedback in teacher education: ideally feedback is a continuing two-way communication that encourages progress (2013, background): “For instance, the provision of assessment criteria helps students to learn to make academic judgements and gradually assume the locus of control for their learning (Sadler 2005).”