| Автор | Nitko, Anthony J. |
| Дата выпуска | 1995 |
| dc.description | ABSTRACTTo many persons used to the ‘once and for all’ nature of leaving examinations for certification and selection of students, the concepts associated with continuous assessment (CA) are confusing. To some, CA is a summative ‘mark’ to be passed forward to certify or select a student. To others, CA is the physical pages in exercise books which students complete. To yet others, CA is diagnosis and formative evaluation of student learning. This paper presents a conceptual framework for organising and relating the many confusing concepts associated with continuous assessment practices. Curriculum‐based continuous assessment is shown to have two major components: formative and summative continuous assessment of student learning. The nature of these components and their interrelationships are discussed. The paper discusses using continuous assessment results for official summative evaluation purposes such as reporting to parents and incorporating continuous assessment grades into leaving and certification decisions. Among the issues discussed are: (a) weighting of CA marks; (b) record‐keeping and reporting of CA results; (c) in‐service and pre‐service teacher training in CA; and (d) building school‐to‐school comparability and credibility into the CA process. |
| Формат | application.pdf |
| Издатель | Taylor & Francis Group |
| Копирайт | Copyright Taylor and Francis Group, LLC |
| Название | Curriculum‐based Continuous Assessment: a framework for concepts, procedures and policy |
| Тип | research-article |
| DOI | 10.1080/0969595950020306 |
| Electronic ISSN | 1465-329X |
| Print ISSN | 0969-594X |
| Журнал | Assessment in Education: Principles, Policy & Practice |
| Том | 2 |
| Первая страница | 321 |
| Последняя страница | 337 |
| Аффилиация | Nitko, Anthony J.; Department of Psychology in Education, University of Pittsburgh |
| Выпуск | 3 |
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