ERIC Number: ED377199
Record Type: Non-Journal
Publication Date: 1994-Jul
Reference Count: N/A
Curriculum-Based Criterion-Referenced Continuous Assessment: A Framework for the Concepts and Procedures of Using Continuous Assessment for Formative and Summative Evaluation of Student Learning.
Nitko, Anthony J.
This paper presents a conceptual framework for organizing and relating the many confusing concepts associated with continuous assessment (CA) practices. Curriculum-based criterion-referenced CA is shown to have two major components: formative and summative assessment of student learning. The nature of these components and their interrelationships are discussed. CA results for official summative evaluation purposes such as reporting to parents and incorporating CA grades into leaving and certification decisions are examined. Among the issues discussed are: (1) weighting of CA marks; (2) record keeping and reporting of CA results; (3) in-service and pre-service teacher training in CA; and (4) building school-to-school comparability and credibility into the CA process. (Contains three figures, two tables, and six references.) (Author/SLD)
Descriptors: Comparative Analysis, Criterion Referenced Tests, Curriculum Based Assessment, Diagnostic Tests, Educational Assessment, Elementary Secondary Education, Evaluation Methods, Formative Evaluation, Higher Education, Licensing Examinations (Professions), Selection, Student Evaluation, Summative Evaluation, Teacher Education, Test Use
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A