Predictability in high-stakes examinations: students' perspectives on a perennial assessment dilemma

Jannette Elwood, Therese Hopfenback, Jo-Anne Baird

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability in high-stakes assessment, and presents students’ perspectives on this issue. The context is the Irish Leaving Certificate (LC) taken by upper secondary students (aged between 16 and 18) in order (mainly) to enter tertiary-level education. The data come from 13 group interviews with 81 students across a range of schools in Ireland. Listening to students about complex, high-stakes examining problems has a limited history within the educational assessment literature. The findings from the study address this shortcoming and depict how students’ insightful reflections can improve our understanding of these dilemmas. Further, students are more than able to reflect on their own situations with regard to high stakes examining contexts and have important contributions to make to our fuller understanding of those elements that will promote high quality and fair assessment.
LanguageEnglish
Number of pages17
JournalResearch Papers in Education
Volume32
Issue number1
Early online date23 Sep 2015
DOIs
Publication statusPublished - Jan 2017

Fingerprint

examination
student
examination system
certification
Ireland
history
interview
school
education
Group

Cite this

@article{074f10dd6b094f7eaad750cc4ea813bf,
title = "Predictability in high-stakes examinations: students' perspectives on a perennial assessment dilemma",
abstract = "Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability in high-stakes assessment, and presents students’ perspectives on this issue. The context is the Irish Leaving Certificate (LC) taken by upper secondary students (aged between 16 and 18) in order (mainly) to enter tertiary-level education. The data come from 13 group interviews with 81 students across a range of schools in Ireland. Listening to students about complex, high-stakes examining problems has a limited history within the educational assessment literature. The findings from the study address this shortcoming and depict how students’ insightful reflections can improve our understanding of these dilemmas. Further, students are more than able to reflect on their own situations with regard to high stakes examining contexts and have important contributions to make to our fuller understanding of those elements that will promote high quality and fair assessment.",
author = "Jannette Elwood and Therese Hopfenback and Jo-Anne Baird",
year = "2017",
month = "1",
doi = "10.1080/02671522.2015.1086015",
language = "English",
volume = "32",
journal = "Research Papers in Education",
issn = "0267-1522",
publisher = "N F E R Nelson Publishing Limited",
number = "1",

}

Predictability in high-stakes examinations: students' perspectives on a perennial assessment dilemma. / Elwood, Jannette; Hopfenback, Therese; Baird, Jo-Anne .

In: Research Papers in Education, Vol. 32, No. 1, 01.2017.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Predictability in high-stakes examinations: students' perspectives on a perennial assessment dilemma

AU - Elwood, Jannette

AU - Hopfenback, Therese

AU - Baird, Jo-Anne

PY - 2017/1

Y1 - 2017/1

N2 - Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability in high-stakes assessment, and presents students’ perspectives on this issue. The context is the Irish Leaving Certificate (LC) taken by upper secondary students (aged between 16 and 18) in order (mainly) to enter tertiary-level education. The data come from 13 group interviews with 81 students across a range of schools in Ireland. Listening to students about complex, high-stakes examining problems has a limited history within the educational assessment literature. The findings from the study address this shortcoming and depict how students’ insightful reflections can improve our understanding of these dilemmas. Further, students are more than able to reflect on their own situations with regard to high stakes examining contexts and have important contributions to make to our fuller understanding of those elements that will promote high quality and fair assessment.

AB - Key debates within educational assessment continuously encourage us to reflect on the design, delivery and implementation of examination systems as well as their relevance to students. In more recent times, such reflections have also required a rethinking of who is authoritative about assessment issues and whose views we seek in order to better understand these perennial assessment dilemmas. This paper considers one such dilemma, predictability in high-stakes assessment, and presents students’ perspectives on this issue. The context is the Irish Leaving Certificate (LC) taken by upper secondary students (aged between 16 and 18) in order (mainly) to enter tertiary-level education. The data come from 13 group interviews with 81 students across a range of schools in Ireland. Listening to students about complex, high-stakes examining problems has a limited history within the educational assessment literature. The findings from the study address this shortcoming and depict how students’ insightful reflections can improve our understanding of these dilemmas. Further, students are more than able to reflect on their own situations with regard to high stakes examining contexts and have important contributions to make to our fuller understanding of those elements that will promote high quality and fair assessment.

U2 - 10.1080/02671522.2015.1086015

DO - 10.1080/02671522.2015.1086015

M3 - Article

VL - 32

JO - Research Papers in Education

T2 - Research Papers in Education

JF - Research Papers in Education

SN - 0267-1522

IS - 1

ER -