EXPERIENCES WITH CONTINUOUS ASSESSMENT

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Abstract
Continuous assessment has been employed increasingly as a means of assessment and much discussion has resulted about its merits and demerits. This study examines the objectives of an assessment scheme and finds that continuous assessment can both increase the reliability and validity of an assessment method. Research carried out by the Department of Education at Queen's University is also drawn upon to show that continuous assessment creates a rise in real standards. The focus is upon the BA (Hons) Business Studies Degree at Newcastle Polytechnic, which introduced continuous assessment in 1980. This has since incurred the criticism of the Board of Examiners as a “soft option”. The research which this criticism stimulated, therefore, examined the course work marks, the examination marks and the final aggregate mark — the findings of which are clearly shown by means of diagrams and tables. The relationships between the various sets of marks and between the marks and the class of degree are also examined. The study concludes that whilst the examiners’ criticism was probably justified, the overall difference between final aggregate mark and examination mark in terms of degree class was, in fact, small, and at the same time it was evident that real standards had risen.

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