Subjectivity in School Assessment: A Source of Ambiguity and Uncertainty

Abstract

Abstract: One of the major challenges in educational assessment is the presence of multiple and sometimes-contradictory evaluation criteria. When it comes to measuring students' performance, it is common for various aspects to be considered, each with its own set of evaluation criteria. However, these criteria can sometimes conflict with each other, adding an additional layer of complexity to the assessment process. Monitoring classroom assessment is one of the primary responsibilities of the teacher. It is a task influenced by several factors, such as subjectivity. When grading written assignments, teachers may encounter the issue of ambiguity. In this regard, some assignments may reveal different, incomplete, or difficult-to-understand meanings. Indeed, ambiguity in assessment can have significant consequences and may impact the reliability of results, raising questions about the fairness of the assessment process. To mitigate subjectivity, it is essential to establish clear and precise evaluation criteria. In doing so, the assessment should make a decision to assign an appropriate grade, which can lead to differences in interpretation and scoring. Keywords: Evaluation, teaching, subjectivity, ambiguity.