The duality of coding assessment information

Abstract

The challenges and activities of outcomes-based education and very often the beauty of this 'new' approach are often overshadowed by the realities of the classroom and the difficulties of assessment. One of the greatest problems concerning outcomes that address knowledge, skills and values is to determine and qualify different types of assessment information. This article examines the dichotomy of determining or qualifying, i.e. grading or portraying assessment information. The article investigates, firstly, the setting of practical criteria and, secondly, the adequacy of assessment criteria in guiding the judgments of the assessor. A possible guide for coding assessment information is suggested with specific reference to mathematics as learning area.


South African Journal of Education Vol.23(4) 2003: 338-343