ABSTRACT

This article draws on three assessment paradigms – psychometrics, outcomes-based and curriculum-based assessment – to discuss paradigmatic changes in senior school assessment and achievement standard-setting in Queensland, Australia, over the last 50 years. These include radical reforms in 1970 from university-controlled examinations to school-based assessments applying normative standard-setting, to subsequent reforms in 1978 introducing competence(curriculum)-based assessment and standards. From 2019, a new reform introduces a combination of school-based and external assessment with procedures for establishing standards still in progress.

Changes to Queensland assessment and standard-setting are discussed in terms of three preconditions for paradigm change – dissatisfaction, an alternative acceptable paradigm, and majority acceptance of change. Influence of paradigmatic origins of reformers is discussed. The amalgam of curriculum-based assessment and psychometric paradigms in the new Queensland system is considered in terms of theoretical compatibility and potential impact on the new standards.

摘要

本文借鉴了三种评估范式-心理计量学，基于结果的评估和基于课程的评估-讨论了过去50年来澳大利亚昆士兰州高中评估和成就标准制定的范式变化。其中包括1970年的根本性改革，从大学控制考试到应用规范性标准制定的学校评估，再到1978年引入基于能力（课程）的评估和标准的后续改革。从2019年开始，一项新的改革将校本评估和外部评估与建立标准的程序结合在一起。

根据范式变更的三个前提条件讨论了对昆士兰州评估和标准制定的变更：不满，替代范式和多数人接受变更。讨论了改革者范式起源的影响。在理论上的兼容性和对新标准的潜在影响方面，考虑了新昆士兰系统中基于课程的评估和心理计量范式的融合。