摘要：Criterion-referenced assessment arguably results in greater reliability, validity
and transparency than norm-referenced assessment. This article examines this
assertion with reference to an example from a second year undergraduate law unit
at the Queensland University of Technology, LWB236 Real Property A. When
designing criterion-referenced assessment sheets for a course, an incremental
approach should be taken to reflect that skills are progressively developed
throughout the course. The incremental development and assessment of skills has
been strongly supported by the literature as opposed to developing and assessing
skills in a one-off manner. This article discusses how skills may be developed and
assessed across three levels of a degree (or course). It builds on the existing
research by recommending a model for taking an incremental approach to
implementing criterion-referenced assessment across the three levels of a course.
This recommended model is relevant to the designers of criterion-referenced
assessment in all disciplines.
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