Assessment issues arising from Subject Benchmarking Statements


Analyses of the 22 subject benchmark statements



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Analyses of the 22 subject benchmark statements

Two of the 22 subject benchmark statements were desegregated (as noted earlier) into separate subjects, producing 25 separate statements for analysis.


The first analysis clustered the benchmark statements subjectively into groups within which some supra-subject commonality could be discerned, and consisted of an assessment of the degree of detail with which intended learning outcomes and performance criteria had been stated.
The second analysis was more detailed, in that it led to the construction of an indicative grid of subject areas x performance criteria. This grid was, in the main, a response to the criteria that the panels had incorporated into the statements, rather than a schematisation of a priori expectations about such criteria. However, Bloom’s (1956) taxonomy of cognitive educational objectives was used initially to provide a broad categorisation against which the actual cognitive performance criteria could be located.
The statements were then examined to determine what had been established as expectations regarding student development. It quickly became clear that a number of expectations did not appear explicitly in the performance criteria. The grid was therefore extended to take account of these expectations.
It should be noted that the grid does not purport to incorporate every expectation and performance criterion in all the statements: rather, only those expectations and criteria that spanned a number of statements (or appeared to have the potential to do so) were included.





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