By John Williams (auth.), P. John Williams, C. Paul Newhouse (eds.)
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5). Seven of the nine issues are technical and most are addressed by the use of a good assessment management system. The remaining issues are: – acceptability and credibility of data authenticated by Awarding Bodies – designing assessment strategies to make effective use of the new tools and systems – ensuring enhanced outcomes for learners, for example, higher motivation, greater choice over evidence, assessment around capabilities and strengths. She also raises some issues for teachers and learners: – fit with existing practices and expectations – access and ICT capability of teachers and learners – acceptability and appropriateness of e-portfolio use.
He quotes Laming that there is “no absolute judgement. All judgements are comparisons of one thing with another” and explains that it is more reliable to compare performances or products between students than with “descriptions of standards” (p. 6). He claims that they have more 25 P. NEWHOUSE than ten years experience in applying the method in a variety of contexts and that with expert application about 20 comparisons per student is required. However, he does suggest that the method should not be used with every type of assessment, with research required to determine the appropriateness and whether “sufficient precision can be achieved without excessive cost” (p.
Sadler (2009) explains that there are two analytic assessment schemes, analytical rating scales and analytic rubrics. The latter was employed in this project. The word “rubric” is a derivative of the Latin word ruber meaning “red”. In literary history, rubrics are margin notes in texts giving description, or common examples for, or about, the passage (Wiggins, 1998). The current research literature on marking keys promotes the use of criterion or rubric based marking keys to enhance transparency, reliability and, when the task is aligned with the learning outcomes, also validity (Andrade, 2005; Tierney & Marielle, 2004).