Norm-Referenced and Criterion-Referenced Tests, Including

¶ … norm-referenced and criterion-Referenced tests, including an example of the use of each. A norm-referenced test assesses the tester in relation to other individuals within a particular population. Examples of norm-referenced tests include exams such as the Standard aptitude test (SAT), through which colleges can review student scores in terms of how high members of the test population 'rate' in comparison his or her peers (Types of tests, 2009, Education Oasis). To select a class, the college can then choose the 'best and brightest' from a group of individuals.

The college must select some students to fill particular vacancies, thus a norm-referenced test is ideal. In contrast, criterion-referenced tests compares individuals against a particular, pre-determined set of standards or criteria, such as the types of tests students must take to graduate high school, enter kindergarten, or drive a car (Types of tests, 2009, Education Oasis).

There are similarities as well as differences between the two tests, of course -- the criteria the tester must fulfill is likely based upon 'normal' expectations of what the individuals within a certain group can achieve. Students selected as result of norm-referenced tests are likely to meet certain criteria if they are selected from the highest or lowest parts of a given spectrum. An explanation of the uses of at least three different types of tests.

Then, describe how you might use each of these three tests in a specific context, and provide a rationale for using each test in the context described. A summative test is designed to measure the content and knowledge of what a student has learned at the end of a class or major part of the syllabus. For example, at the end of a history class' unit on the Revolutionary War, a summative test would asses how much the student had retained about this critical period in the nation's history.

It would measure the student's effort and the teacher's relative success in imparting knowledge to the student. In contrast, a formative assessment like a quiz measures what is currently being taught in class. It measures the student's learning as a work-in-progress, to show the teacher what the student does or does not understand. It functions as a potential wake-up call for the student, in terms of his or her present state of learning. In math or foreign language classes, it is essential the teacher knows if the.