The use of criteria-based grading profiles in formative and summative assessment

This article outlines the development and use of criteria based grading profiles for formative and summative assessment. The profiles were developed in 1991 in an attempt to improve assessment validity, inter-marker and inter-course reliability and student feedback within the Faculty of Health Care and Social Studies. Important underlying aspects of assessment theory are examined and it is argued that assessment should be conceptualised as an ethical activity requiring clarification for students of expectations through specification of criteria. It is concluded that the profiles have proved useful in guiding both lecturers and students in the completion and marking of assessed work and that further study and debate needs to take place in relation to the effectiveness and potential disadvantages of such profiles.