Designing criterion-reference assessment

Burton, Kelley J. (2006) Designing criterion-reference assessment. Journal of Learning Design, 1(2), pp. 73-82.

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Abstract

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.

Impact and interest:

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ID Code: 18920
Item Type: Journal Article
Refereed: Yes
ISSN: 1832-8342
Divisions: Current > QUT Faculties and Divisions > Faculty of Law
Deposited On: 19 Mar 2009 06:19
Last Modified: 30 Mar 2012 05:35

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