ERIC Number: ED370998
Record Type: RIE
Publication Date: 1993-Dec
Reference Count: N/A
The Conflicting World of Standards-Based Assessment.
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)
Descriptors: Academic Achievement, Competence, Criterion Referenced Tests, Educational Assessment, Elementary Secondary Education, Evaluation Methods, Foreign Countries, Measurement Techniques, National Competency Tests, Needs Assessment, Norm Referenced Tests, Reliability, Research Needs, Skill Development, Standards, Validity
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
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).