QUT ePrints

Explicit, latent and meta-criteria : types of criteria at play in professional judgement practice

Wyatt-Smith, Claire & Klenowski, Valentina (2013) Explicit, latent and meta-criteria : types of criteria at play in professional judgement practice. Assessment in Education : Principles, Policy and Practice, 20(1), pp. 35-52.

View at publisher

Abstract

This paper engages with debates about whether comprehensive prior specification of criteria and standards is sufficient for informed professional judgement. A preoccupation has emerged with the specificity and explication of criteria intended to regulate judgement. This has resulted in criteria-compliance in the use of defined standards to validate judgements and improve reliability and consistency. Compliance has become a priority, the consequence being the prominence of explicit criteria, to the lack of acknowledgement of the operation of latent and meta-criteria within judgement practice. This paper examines judgement as a process involving three categories of assessment criteria in the context of standards-referenced systems: explicit, latent and meta-criteria. These are understood to be wholly interrelated and interdependent. A conceptualisation of judgement involving the interplay of the three criteria types is presented with an exploration of how they function to focus or alter assessments of quality in judgements of achievement in English and Mathematics.

Impact and interest:

1 citations in Scopus
Search Google Scholar™

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

102 since deposited on 10 Sep 2012
43 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 53545
Item Type: Journal Article
Additional URLs:
Keywords: professional judgement, criteria, disciplinarity, assessment, teacher judgement, standards
DOI: 10.1080/0969594X.2012.725030
ISSN: 0969-594X
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2013 Taylor & Francis
Copyright Statement: This is an Author's Original Manuscript of an article whose final and definitive form, the Version of Record, has been published in Assessment in Education : Principles, Policy and Practice, Volume 20, Issue 1, 2013, copyright Taylor & Francis, available online at: http://www.tandfonline.com/10.1080/0969594X.2012.725030
Deposited On: 11 Sep 2012 08:50
Last Modified: 27 Nov 2013 11:16

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page