Publication details for Dr Andrew DavisDavis, A.J. (2013). How far can we aspire to consistency when assessing learning? Ethics and Education 8(3): 217-228.
- Publication type: Journal Article
- ISSN/ISBN: 1744-9642 (print), 1744-9650 (electronic)
- DOI: 10.1080/17449642.2013.876788
- Keywords: Assessment, Learning, Reliability, Validity, Consistency, Aesthetic judgment, Incommensurable.
- Further publication details on publisher web site
- Durham Research Online (DRO) - may include full text
Author(s) from Durham
How far can consistent assessment capture all the worthwhile features of educational achievement? Are some important components of learning necessarily open to a range of potentially inconsistent judgments by different assessors? I argue for a cautiously affirmative answer to this question, drawing on analogies with aesthetic judgments and a rehearsal of the holistic characteristics of some assessment criteria. I also employ recent treatments of moral particularism and of concepts of incommensurability to oppose the drive for consistency in assessment required by a high stakes accountability regime.