Criterion-referenced modelling of assessment: an innovative tool for learning

Criterion-referenced modelling of assessment: an innovative tool for learning

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Criterion-referenced modelling of assessment: an innovative tool for learning

In a globally interdependent world, the concept “complexity” frames the socio-political and environmental issues of the day. The educational challenge is to foster the development of critical, creative and conceptually receptive minds in learners and to use assessment as innovating preparation for this complex, interactive world. An in-depth literature review and empirical study revealed that learners who encounter a knowledge or skill deficiency related to solving a problem could re-enter the “instructional space” to find guidance and support through the scaffolding of assessment criteria. In this way, learners could gain a deeper understanding of expectancies. Criterion referencing is an attempt to provide information about standards by describing the knowledge and skills that are characteristic at a given level of attainment. The paper provides examples of the use of assessment criteria to innovate learning, supported by the effective use of questioning. Reference is made to the alignment of assessment criteria and feedback. The study is framed in a constructivist paradigm. (

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