Criterion referencing assessment (CRA) and norm-referencing (NRA) assessment

Apart from the confusion between formative and summative assessment in the minds of some teaching staff, there is another issue concerning the type of assessment system used at the University. The University used Norm-Referencing Assessment (NRA). Each subject was graded according to an eight-grade scale divided into five bands. Teaching staff are given indicators of the percentage of students that would normally fall into each band. These indicators correspond to a normal distribution curve. In addition, there is a similar set of indicators in terms of GPA (Grade Point Average) used for giving final award classifications. This is what is commonly known as NRA. There is some pressure on teaching staff to adhere to these indicators since if the results fall outside, they may be asked to explain the reasons for so doing. Understandably, there has been a tendency to ensure that subject results particularly, fall within these norms even if it means artificially adjusting, either upwards, or downwards, the grades of some students. In other words, students' grades tended to be determined by comparison between each other, and not against predefined criteria. Figures 1 to 3 in Grading descriptors show grade descriptors, the grading system, and indicators respectively. Most educationists tend to advocate Criterion-Referencing Assessment (CRA) which better reflects students' performance since it relies on a predefined set of criteria that match expected learning outcomes and subject objectives (Biggs, 2003). Happily, all this has now changed. From 2005-2006 academic year, CRA is being adopted by the University.

مواضيع ذات صلة

The module Ethics in Healthcare

Curricula requirements

Integration what it means

An Integrated Approach to Learning, Teaching and Assessment in a Healthcare Ethics Module

Perspectives of Teachers and Students towards Assessment Conclusions

Norm-referenced assessment (NRA) in teaching staff grading

Grading descriptors

Actual grading practice

Normal distribution grading policy

Teaching staff emphasis on summative assessment

Actual assessment practices

Formative and summative assessment