Interviews were held with 126 Year 10 and 23 Year 11 students
to obtain a description of the knowledge that students had
about the way they were assessed. Data was obtained about the
grades the students received, or expected to receive. The
students also completed the same attitude scales in both sets
of interviews. The most suitable criterion for analysing the
Year 11 interview data was found to be the changes in
assignment grades between Year 10 and Year 11. The criterion
was verified by analysing the attitudinal data. Changes in
attitude, based on relative grade changes, showed that the
most negative attitude changes occurred with students who
had obtained higher grades in Year 10 than they had in Year
11. The differences in grading practices between the high
schools and the secondary college meant that the majority of
students obtained lower grades in Year 11 than they did in
Year 10. Students were found to have a selective knowledge of
the assessment system with the most "academically successful"
students knowing more about the assessment system than the
"academically less successful". Two underlying constructs,
communication and realism, are used in an attempt to
explain the data. The approach of asking students about
assessment is recommended for use an evaluative tool in
curriculum development.
| Identifer | oai:union.ndltd.org:ADTP/218795 |
| Date | January 1984 |
| Creators | Broughton, Richard, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Richard Broughton |
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