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NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:877] RE: more from the UK

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From: Marie Cora (
Date: Thu Jan 20 2005 - 11:45:36 EST

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Subject: [NIFL-ASSESSMENT:877] RE: more from the UK
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Well, maybe, but I guess I would need examples of that.  For instance,
if the standard is "get a library card", then yeah:  the assessment is
built right in:  you check to see if that guy got his library card.  But
so many standards are not articulated that way, or simply can't be
articulated in that way.  But what about the standard:  "become more
involved in your child's schooling" - you can go at that from a million
angles. You can also say that the parent attends all the PTA meetings,
has donated money to the school, and volunteers in the library there -
so she is becoming more involved in the child's SCHOOL - not his
"schooling".  So what are the checks in that standard?  They must be

I guess I would need to see examples of how these 'transparent
standards' automatically lend themselves to a built-in assessment. 

marie cora
Moderator, NIFL Assessment Discussion List, and 
Coordinator/Developer LINCS Assessment Special Collection at

-----Original Message-----
From: [] On
Behalf Of
Sent: Thursday, January 20, 2005 11:26 AM
To: Multiple recipients of list
Subject: [NIFL-ASSESSMENT:872] RE: more from the UK

Once upon a time there was something called competence-based assessment.
Its origins seem to be a mixture of Tyler, through Bloom's taxonomy,
'mastery' theories of learning (some people see 'mastery learning' and
'competence-based assessment' as meaning the same thing, Robert whatever
his name was who coined the phrase 'criterion referencing' -
Glazer/Glaser - and so on.  All you need is a set of 'transparent
standards'.  If you have transparent standard, everybody knows what is
required and there can be no arguments about it.   Either a piece of
work meets these standards or it does not.  What could be simpler than


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