Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics' conceptions of grade descriptors

Prosser, M; Tan, HK

Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics' conceptions of grade descriptors

Prosser, M Tan, HK

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Publisher:: Routledge, Taylor and Francis Group
Publication Type:: Journal Article
Citation:: Tan, H. and Prosser, M. 2007 'Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics' conceptions of grade descriptors', Assessment and Evaluation in Higher Education, vol. 29, no. 3, pp. 739-745.
Issue Date:: 2007

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Field	Value	Language
dc.contributor.author	Prosser, M	en_US
dc.contributor.author	Tan, HK	en_US
dc.date.accessioned	2009-12-21T02:36:00Z
dc.date.available	2009-12-21T02:36:00Z
dc.date.issued	2007	en_US
dc.identifier	2004001857	en_US
dc.identifier.citation	Tan, H. and Prosser, M. 2007 'Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics' conceptions of grade descriptors', Assessment and Evaluation in Higher Education, vol. 29, no. 3, pp. 739-745.	en_US
dc.identifier.issn	0260-2938	en_US
dc.identifier.other	C1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/4985
dc.description.abstract	The term 'grade descriptors' has commonly been used to refer to the practice of describing for students characteristic work that would merit different grades. This paper reports the results of a phenomenographic study on the different ways that academic staff understood and practised grade descriptors as forms of standards-based assessment. Four qualitatively different conceptions of grade descriptors were identified. Firstly, grade descriptors were described as 'generic descriptors' as they depict achievement levels as descriptions of standards for generic purposes. Secondly, grade descriptors were understood as 'grade distributors' as they focus on how students' work can be understood in terms of how they are distributed amongst different levels of achievement. Thirdly, grade descriptors were labelled as 'grade indicators' since they indicate to staff and students what a piece of student's work might mean in terms of specific criteria. Finally, grade descriptors were labelled as grade interpreters since they are perceived as authentic bodies of intrinsic meaning as to what actual achievement levels are. Through its fmdings, this study seeks to provide a basis for identifying and resolving different expectations for understanding and practising grade descriptors as well as clarifying the place of standards and criteria in assessment. Each of the conceptions is discussed in terms of providing a form of standards-based assessment. Suggestions for enhancing the use of-grade descriptors as standards-based assessment are then made.	en_US
dc.publisher	Routledge, Taylor and Francis Group	en_US
dc.relation.ispartof	Assessment and Evaluation in Higher Education	en_US
dc.relation.isbasedon	http://dx.doi.org/10.1080/01446190701429804	en_US
dc.title	Qualitatively different ways of differentiating student achievement: a phenomenographic study of academics' conceptions of grade descriptors	en_US
dc.type	Journal article
utslib.citation.volume	29	en_US
utslib.citation.number	3	en_US
utslib.location	Abingdon, UK	en_US
utslib.citation.startpage	739	en_US
utslib.citation.endpage	745	en_US
utslib.identifier.org	School of Built Environment	en_US
utslib.copyright.status	closed_access
pubs.declined	1970-01-01T00:00:00.0+1000

Abstract:

The term 'grade descriptors' has commonly been used to refer to the practice of describing for students characteristic work that would merit different grades. This paper reports the results of a phenomenographic study on the different ways that academic staff understood and practised grade descriptors as forms of standards-based assessment. Four qualitatively different conceptions of grade descriptors were identified. Firstly, grade descriptors were described as 'generic descriptors' as they depict achievement levels as descriptions of standards for generic purposes. Secondly, grade descriptors were understood as 'grade distributors' as they focus on how students' work can be understood in terms of how they are distributed amongst different levels of achievement. Thirdly, grade descriptors were labelled as 'grade indicators' since they indicate to staff and students what a piece of student's work might mean in terms of specific criteria. Finally, grade descriptors were labelled as grade interpreters since they are perceived as authentic bodies of intrinsic meaning as to what actual achievement levels are. Through its fmdings, this study seeks to provide a basis for identifying and resolving different expectations for understanding and practising grade descriptors as well as clarifying the place of standards and criteria in assessment. Each of the conceptions is discussed in terms of providing a form of standards-based assessment. Suggestions for enhancing the use of-grade descriptors as standards-based assessment are then made.

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http://hdl.handle.net/10453/4985