The Development of an OBA Assessment Model for Science Subjects

Background
     –  Call for objectivity and accountability in designing assessment
     –  Objective that criterion-referenced can achieve
     –  Different concepts purport to be criteria-based
     –  Problems & Limitation in criterion-referenced assessment
     –  Formulating the criteria
     –  Subjectivity in criterion-referenced assessment
     –  Using “norm” as the external reference in criterion-referenced assessment
     –  Good point of norm-referenced assessment
     –  Limitation of norm-referenced assessment

Background

Call for objectivity and accountability in designing assessment

Wright, P. (1996). Mass higher education and the search for standards: reflections on some issues emerging from the ‘Graduate Standards Programme’, Higher Education Quarterly, 50(1), 71-85. [Relevant pages 76-80]

Objective that criterion-referenced can achieve

Block, J. H. (1971). Criterion-referenced measurements: potential, The School Review, 79(2), 289-298. [Relevant pages 293-295]

Montgomery, K. (2010). Authentic tasks and rubrics: going beyond traditional assessments in college teaching, College Teaching, 50(1), 34-40. [Relevant pages 35-38]

Price, M. & Rust, C. (1999). The experience of introducing a common criteria assessment grid across an academic department. Quality in Higher Education, 5(2), 133-144. [Relevant page 133]

Rose, L. M. (2011). Norm-referenced grading in the age of Carnegie: why criteria-referenced grading is more consistent with current trends in legal education and how legal writing can lead the way. The Journal of the Legal Writing Institute, 17, 123-159. [Relevant page 145]

Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175-194. [Relevant pages 188-190]

Webster, F., Pepper, D., & Jenkins, A. (2000). Assessing the undergraduate dissertation. Assessment and Evaluation in Higher Education, 25(1), 71-80. [Relevant page 72]

Different concepts purport to be criteria-based

Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175-194. [Relevant pages 175; 179-186]

Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179. [Relevant pages 160]

Problems & Limitation in criterion-referenced assessment

Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191-209. [Relevant pages 204-206]

Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175-194. [Relevant pages 184-185; 189-190]

Sadler, D. R. (2009). Indeterminacy in the use of preset criteria for assessment and grading. Assessment & Evaluation in Higher Education, 34(2), 159-179. [Relevant pages 159; 168-172; 177-178]

Winter, R. (1994). The problem of educational levels - Part II: A new framework for credit accumulation in higher education. Journal for Higher Education, 18(1), 92-104. [Relevant pages 94-96]

Formulating the criteria

Block, J. H. (1971). Criterion-referenced measurements: potential, The School Review, 79(2), 289-298. [Relevant pages 290-297]

Brooker, R., Muller, R., & Mylonas, A. (1998). Improving the assessment of practice teaching: a criteria and standards framework. Assessment and Evaluation in Higher Education, 23(1), 5-24. [Relevant pages 9-10; 14-17]

Jensen, K. (1995). Effective rubric design. The Science Teacher, 62(5), 34-37. [Relevant pages 35-37]

Rust, C., Price, M., & O’Donovan, B. (2003). Improving students’ learning by developing their understanding of assessment criteria and processes. Assessment & Evaluation in Higher Education, 28(2), 147-164. [Relevant pages 150-151]

Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191-209. [Relevant pages 194; 197-204]

Saunders, M. N. K. & Davis, S. M. (1998). The use of assessment criteria to ensure consistency of marking: some implications for good practice. Quality Assurance in Education, 6(3), 162-171. [Relevant pages 165-166]

Webster, F., Pepper, D., & Jenkins, A. (2000). Assessing the undergraduate dissertation. Assessment and Evaluation in Higher Education, 25(1), 71-80. [Relevant pages 75-76]

Subjectivity in criterion-referenced assessment

Montgomery, K. (2010). Authentic tasks and rubrics: going beyond traditional assessments in college teaching, College Teaching, 50(1), 34-40. [Relevant page 35]

Price, M. & Rust, C. (1999). The experience of introducing a common criteria assessment grid across an academic department. Quality in Higher Education, 5(2), 133-144. [Relevant pages 142-143]

Rowntree, D. (1989). How to interpret? Assessing Students: How Shall We Know Them (2nd ed) (p.169-198). London: Harper and Row. [Relevant pages 184-185]

Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191-209. [Relevant pages 203-206]

Senate Committee on Teaching and Learning (SCTL) (2012). Assessment of Student Learning in Undergraduate/ Taught Programmes. Hong Kong: The Chinese University of Hong Kong. [Relevant page 3]

Using “norm” as the external reference in criterion-referenced assessment

Sadler, D. R. (1987). Specifying and promulgating achievement standards. Oxford Review of Education, 13(2), 191-209. [Relevant pages 206-207]

Good point of norm-referenced assessment

Sadler, D. R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment & Evaluation in Higher Education, 30(2), 175-194. [Relevant pages 186-187]

Limitation of norm-referenced assessment

Rowntree, D. (1989). How to interpret? Assessing Students: How Shall We Know Them (2nd ed) (p.169-198). London: Harper and Row. [Relevant pages 181-182]

Winter, R. (1994). The problem of educational levels – Part II: A new framework for credit accumulation in higher education. Journal for Higher Education, 18(1), 92-104. [Relevant pages 94-96]