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Criterion - Reference Grading System

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Dale Marie Renomeron

on 25 May 2014

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Transcript of Criterion - Reference Grading System

To define criterion-referenced assessment.
Criterion-Referenced Test
Another common type of grading system.
Criterion-referenced assessment makes judgments about performance, rather than on people.
To explain the advantages and disadvantages of using the criterion-referenced grading system.
Assessment of Learning 2
Criterion - Reference Grading System
To distinguish between Criterion-referenced Assessment from norm-referenced assessment.
To describe how a rubric
can be developed to
present assessment
criteria and performance
standards to students.
To provide representative examples of how criterion-referenced tests and scores may be used.
Measures how well individual students do relative to pre-determined performance levels.
Teachers use criterion-referenced tests when they want to determine how well each student has learned specific knowledge or skills.
What matters is about what a student learns, and not the student’s position in some ranking of relative merit.
Criterion-referenced assessment is carried out against previously specified yardsticks (''criteria''). Where a grade is assigned, it is assigned on the basis of the performance standard the student has achieved on each of the criteria.
Dimensions along which you judge how well a student has carried out the assessment task (yardsticks).
To help develop performance standards, you will need to write down some ideas as to what is the minimum level of performance to be met.
Performance standards are the actual levels which might be achieved by students against the criteria (measurements along the yardsticks)
Assessment Criteria....
A rubric can be developed to present assessment criteria and performance standards to students.
also called as
"Scoring Matrix"
very useful device for presenting criterion-referenced assessment tasks.

Clear objectives help both students and teachers focus their energies and efforts.

Takes sometimes-harmful effects of competition out of the picture when you're not comparing students to other students.

Clear delineation of teacher expectations and what each grade signifies. More transparency.
Yields empirical evidence of students' knowledge of content.

Can be written to match the objectives of the teacher and/or administration.

Tend to be easy to correct, record, and averaged for overall assessment.
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