Designing criterion-referenced assessment
Burton, Kelley J. (2006) Designing criterion-referenced assessment. Journal of Learning Design, 1(2), pp. 73-82.
Criterion-referenced assessment arguably results in greater reliability, validity and transparency than norm-referenced assessment. This article examines this assertion with reference to an example from a second year undergraduate law unit at the Queensland University of Technology, LWB236 Real Property A. When designing criterion-referenced assessment sheets for a course, an incremental
approach should be taken to reflect that skills are progressively developed throughout the course. The incremental development and assessment of skills has
been strongly supported by the literature as opposed to developing and assessing skills in a one-off manner. This article discusses how skills may be developed and
assessed across three levels of a degree (or course). It builds on the existing research by recommending a model for taking an incremental approach to implementing criterion-referenced assessment across the three levels of a course.
This recommended model is relevant to the designers of criterion-referenced assessment in all disciplines.
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|Item Type:||Journal Article|
|Additional Information:||The contents of this journal can be freely accessed online via the journal's web page (see hypertext link).|
|Keywords:||criterion-referenced, norm-referenced, criteria, performance standards, validity|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Law|
Current > Schools > School of Law
|Copyright Owner:||Copyright 2006 Kelley Burton|
|Copyright Statement:||This work is licensed under a Creative Commons License http://creativecommons.org/licenses/by-nc-nd/2.0/au/|
|Deposited On:||12 Feb 2009 10:58|
|Last Modified:||09 Jun 2010 23:21|
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