Abstract
The course (module) grades entered on higher education academic records (transcripts) purportedly represent substantive levels of student achievement. They are often taken at face value and accepted as comparable across courses. Research undertaken over several decades has shown that the underlying standards against which student works are appraised are poorly understood and can vary widely from assessor to assessor. At the same time, it is commonly held that academic judgements should be respected and form the basis of any quality assurance scheme. This article is about some of the conceptual foundations relevant to a particular approach to assuring academic achievement standards. The final concept discussed is that of ‘calibrated' academics who are able to make grading judgements consistent with those which similarly calibrated colleagues would make, but without constant engagement in moderation. The overall aims are to achieve comparability of standards across institutions and stability of standards over time.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Assessment in Education: Principles, Policy & Practice
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
