Subject benchmarking and the assessment of student learning

Abstract

This paper analyses the performance criteria and learning objectives contained in the first 22 QAA subject benchmark statements to be published and considers the implications for assessment. There is much variation in the amount of detail in the statements and there are also implicit performance criteria in the intended learning outcomes listed at the beginning of each. Statements are broad in character so their relationship with standards is loosely‐coupled and open to interpretation. It is argued that attempts to achieve a high degree of precision in specification are likely to prove counter‐productive. There is evidence of some lack of coherence within the benchmark statements and between the statements and the more recently published Level H descriptor in the National Qualifications Framework. Further, the relationship between assessment practice and the statements appears to be problematic. The value of benchmarking statements as an aid to professional conversation about standards would be greatly enhanced if subject communities, perhaps facilitated by Learning and Teaching Support Network subject centres and subject associations, can elaborate for themselves the meanings of words used in the statements of learning outcomes and performance criteria. This elaboration would be aided by the appraisal of exemplars of outcomes at various levels of performance.