ABSTRACT
In this chapter I will explore and problematize the policies and practices of norm referencing and criterion referencing in higher education assessment. Writing from the position that assessment is a social practice, I will argue that norm referencing and criterion referencing are interconnected approaches and that this interconnection creates dilemmas at the level of policy and practice. Whilst this chapter has a UK focus and quotes from the author’s UK based doctoral work, it draws on research from a range of non-UK contexts. The chapter concludes by briefly exploring the staff development implications arising from the discussion and findings.
