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Explicit, latent and meta-criteria: Types of criteria at play in professional judgement practice
Wyatt-Smith, Claire Maree Klenowski, Val
Wyatt-Smith, Claire Maree
Klenowski, Val
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.
Keywords
professional judgement, criteria and standards, disciplinarity
Date
2013
Type
Journal article
Journal
Assessment in Education: Principles, Policy & Practice
Book
Volume
20
Issue
1
Page Range
35-52
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled