Missing the mark: when student assessment goes wrong.

• Author: Dalton, Danielle

In our last article, we sought to address some general questions concerning assessment: Why evaluate? What should be evaluated? How ought we to assess students? What does it mean to be fair to students in the process of evaluation?

With so much uncertainty surrounding the question of assessment, it is not surprising that there is ample room for error or plain misjudgment on the part of teachers. Yet while many students grumble about assigned grades, for the most part, they rather passively accept the verdict handed down to them. This was particularly so in the past in a culture which inculcated the value of the irreproachability of authority.

But that culture is changing, and students and parents alike are less inclined to meekly accept a mark that is perceived to be unfair. The reasons for this change are myriad, but one significant reason is the evolution toward an individual rights oriented society. That kind of climate fosters litigiousness. These days, marks also seem to have greater import that they once had. Universities and other post-secondary institutions have strict quotas and students often compete for admission on the basis of grades. Marks can determine the programs to which a student will have access, which, in turn, will affect his or her desirability in a competitive job market. On top of this students and parents have an increased financial stake in education as grants dwindle. For all of these reasons, and more, grades are no longer just something that may wound a student's pride. Educators may bridle at the suggestion (and well they should), but the reality is that, in our present scheme, marks have become big business.

Given that the stakes have become so high, it is almost certain that students and parents will be quicker to contest a grade if it is felt to be undeserved or not reflective of the merit of the work. So what happens when a dispute arises over student evaluation? The obvious first step is that the mark is discussed with the teacher. In most cases, the problem ends here, as most teachers are more than willing to explain their reasons for a grade and to be open to re-considering a grade if it seems equitable. If an impasse still exists, an appeal process is generally specified in the relevant statutory and regulatory scheme: the mark is typically first appealed to the principal of the school, then to the superintendent of the school board. Further appeal may be made to the school board itself and ultimately...