Journal article
Designing criterion-referenced assessment
Journal of Learning Design, Vol.1(2), pp.73-82
2006
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.
Details
- Title
- Designing criterion-referenced assessment
- Authors
- Kelley Burton (Author) - Queensland University of Technology
- Publication details
- Journal of Learning Design, Vol.1(2), pp.73-82
- Publisher
- Queensland University of Technology
- Date published
- 2006
- DOI
- 10.5204/jld.v1i2.19
- ISSN
- 1832-8342
- Copyright note
- Copyright © 2006 Kelley Burton. This work is licensed under a Creative Commons Attribution 3.0 License.
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Law and Society; Sexual Violence Research and Prevention Unit; School of Law and Criminology - Legacy
- Language
- English
- Record Identifier
- 99449139702621
- Output Type
- Journal article
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