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ERIC Number: ED370998
Record Type: RIE
Publication Date: 1993-Dec
Pages: 20
Abstractor: N/A
Reference Count: N/A
The Conflicting World of Standards-Based Assessment.
Croft, Cedric
Standards-based assessment, or at least the concept of standards-based assessment, will provide a key strategy for the implementation of the New Zealand National Qualifications Framework. This paper considers the meaning of standards-based assessment and its role in New Zealand's assessment for nationally recognized qualifications. Standards-based assessment, which can be divided into competency-based and achievement-based assessments, is distinguished from norm-referenced assessment in that the measurement or outcome is assessed against some fixed criterion or level of achievement known as a standard. Competency-based assessment is then based on the presence or absence of a set of skills, while achievement-based assessment refers to the extent to which skills are present. Regardless of whether New Zealand has overemphasized the importance of standards-based assessment over norm-referenced assessment, establishing the validity and reliability of standards-based assessment and researching the questions that will enhance these qualities would seem to be a priority. (Contains 12 references.) (SLD)
Information Service, New Zealand Council for Educational Research, P.O. Box 3237, Wellington, New Zealand.
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: National Qualifications Framework (New Zealand); New Zealand
Note: Paper presented at the National Conference of the New Zealand Association for Research in Education (15th, Hamilton, New Zealand, December 2-5, 1993).