A generic framework for criterion-referenced assessment of undergraduate essays

This paper presents a brief review of the relative merits of norm-reference d and criterion-referenced assessment of undergraduate students' written wo rk. Acknowledging that there are both positive and negative aspects of crit erion referencing, a generic framework for such assessment of undergraduate essays is presented. It comprises criteria and standards (organised by 'di mensions of achievement', i.e. content, process, affect and skills), profic iency standards for English language and communication competence, and cart ographic and graphic skills. Problems of implementation include the size an d complexity of the framework and the need to interpret and clarify the cri teria and standards for students.