Norm-referenced assessment compares an individual pupil's performance with the performances of other pupils. Giving one pupil a grade or mark doesn't help us to diagnose specific learning difficulties but does tell us about levels of performance in relation to others in the same class and year group.
Criterion-referenced assessment aims to show how far a pupil has met pre-specified learning objectives. For example, a 'driving test' would be a form of criterion-referenced assessment because the standards that have to be met are clearly defined in advance of the task. Similarly, in the classroom, teachers sometimes identify the criteria for success in a subject. Then they use those criteria to evaluate pupils' progress. In this sense, criterion-referenced assessment is an important part of formative assessment.
Some of the norm- and criterion-referenced assessment practices in your school are endorsed by Cambridge International examinations (CIE). Most subjects are exam based, consisting of two exams at the end of the two year course. Some subjects consist of coursework as well as an exam. The course work in my subject (Global Perspectives) gives marks for pupils collaboration, planning and research skills in a group and individual project. We give pupils mock exams to check their progress and give them predicted grades. These mock exams are useful as it gives pupil and teacher and idea of what pupils are doing well or areas of weakness, it also motivates students to get better marks but sometimes it can have the opposite effect making pupils demotivated and less driven if they keep getting bad grades. We also give intern and end of semester reports highlighting pupils strengths and weaknesses and offering advice on how to do better.
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