On 10 Mar 2008, at 12:38, Cain T. wrote:
>
> So - am I mistaken that these means render the system more objective? 
> (What if a majority of people believe that it makes the system more 
> objective?)
> If not, is there something about the nature of student assessment that 
> means that objectivity in this context is fundamentally different from 
> objectivity in a research context?
>  
>  
In response to Tim's questions:

I like Foucault's point about what counts as knowledge always being 
influenced by power relations. In my experience a spurious form of 
'objectivity' is imposed on most assessments in education. Here's an 
example from something that I do three times a year. I mark master's 
assignments with the criteria:

"Does the writing show that the candidate has:

Made critical use of literature, professional experience and, where 
appropriate, knowledge from other sources, to inform the focus and 
methodology of the study or enquiry?

Made appropriate critical use of the literature and, where appropriate, 
knowledge from other sources, in the development of the study or 
enquiry and its conclusions?

Demonstrated an ability to identify and categorise issues, and to 
undertake an educational study or enquiry in an appropriately critical 
, original, and balanced fashion.

Demonstrated an ability to analyse, interpret and critique findings and 
arguments and, where appropriate, to apply these in a reflective manner 
to the improvement of educational practices?"

Now, I like these criteria (I would modify them given the opportunity 
to stress the importance of being creative as well as critical).  I can 
use them with a sense of fairness that has safeguards built in with 
second blind marking and an external examiner being sent scripts from 
each master's unit.

Where the 'spurious objectivity' comes in is that I am required by the 
University to give a percentage mark to the writings. The above 
criteria   are nominal. The most I can do fairly is to make an ordinal 
judgment on a 4/5 point scale. I cannot in all fairness give equal 
intervals to the judgments between each criterion to transform my 
nominal or ordinal judgments into the ratio data needed for a 
percentage mark. I have not been able to persuade Senate of the 
dishonesty involved in awarding a percentage. Giving percentages - 
marks that can be added - does appear to carry 'objectivity' in student 
assessment.

Love Jack.