Unit 3Estimating Student Achievement

Challenges of making reliable and objective judgements

Graduate Certificate in the Assessment of Student Learning

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Reliable & objective judgement challenges

Reliable - dependable, consistent, trustworthy

Objective – impartial, detached, unbiased

Awareness of potential biases or judgement ‘errors’

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Common ‘errors’ Pre-judging Confusing achievement with effort Different standards different students Cultural stereotyping Gender stereotyping ‘halo’ effect ‘proximity’ error ‘central tendency’ error ‘severity/leniency’ error

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Prejudging

Letting expectation rule over actual evidence of learning when

A student exceeds our expectations Doesn’t demonstrate the capacity we

expect

To minimise potential to prejudgeAssess each piece of evidence of learning on

its own merits.

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Confusing achievement with effortEffort does not always equate to ability bigger/longer is not necessarily better Appearance may not match response

quality

To minimise potential to confuse achievement with effort

Assess each piece of evidence of learning on its own merits.

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Different standards different studentsBuilding tolerance standards applied

‘More able’ students +/- 6mm ‘Average’ students +/- 8mm ‘Less able’ students +/- 10mm

Potentially fraught difference.Might preclude some students meeting

highest standard.

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Cultural stereotyping

Extensive research available

Klenowski & Gertz (2009) culture fair assessment

Kraiger & Ford (1985) 74 studies race effect, bias to own race

Baker (2005) Potential cultural group sabotage

Perry & Delpit (1998) Potential to dismiss legitimate responses

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Gender stereotyping Assuming girls and boys will perform at

higher/lower levels than each other

Gender effect on rating

Performance effect due to gender mix

Review items demonstrating gender diff.

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Other common ‘errors’ Halo effect

◦ One aspect of performance influences rating on another aspect

Proximity error◦ Tendency to give similar rating to criteria located

near each other

‘central tendency’ error◦ Rarely award very high or very low ratings

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Severity or leniency

Comparability/reliability impacted

Tendency to be hard or easy marker

Congdon & McQueen (2000)

To minimise potential to be severe or lenient assessorAccess to: work samples across levels; moderation;

and, professional dialogue.

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Common ‘errors’ Pre-judging Confusing achievement with effort Different standards different students Cultural stereotyping Gender stereotyping ‘halo’ effect ‘proximity’ error ‘central tendency’ error ‘severity/leniency’ error

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Ensure fair and equitable assessment practices

Learning to be established by the evidence

Assessment mantra

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Participant requirements summary Note potential biases that may exist in your context Consider ways to expose biases Consider ways to minimise biases/ ‘errors’

Share examples of best practice.Initiate and build discussion, explore issues related to

providing fair and equitable assessment and assessment results.

See participant requirements for further details.