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.
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.
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|Item Type:||Journal Article|
|Keywords:||professional judgement, criteria, disciplinarity, assessment, teacher judgement, standards|
|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|
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