Problems arising from the use of continuous assessment for degree classification

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Abstract
Experience with continuous assessment at Reading has convinced geography staff of its value although some problems still remain. Students have problems of unfamiliar work requests, peaking of workloads, and any constraints that continuous assessment may place on choice of options. For teachers problems arise particularly where such methods are used with low staff/student ratios because continuous assessment is more time‐consuming. Examiners have problems in interpreting marks, especially with joint work, and the role of the external examiner needs to be reconsidered. More evidence is needed before it can be concluded that continuous assessment justifies the extra resources it needs.

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