Grade integrity and the representation of academic achievement

Abstract

In this article, grade integrity is defined as the extent to which each grade awarded, either at the conclusion of a course or module of study, or for an extended response to an assessment task, is strictly commensurate with the quality, breadth and depth of a student’s performance. The three basic requirements for this aspiration to be realised are, in order: assessment evidence of a logically legitimate type; evidence of sufficient scope and soundness to allow for a strong inference to be drawn; and a grading principle that is theoretically appropriate for coding the level of a student’s performance. When further developed, the general approach outlined could produce positive side benefits, including ways of dealing with grade inflation.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 180 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.