Norm-referenced and criterion-referenced testing in education

Norm- Referenced Tests

Descriptions

Criterion-referenced tests make possible the translation of scores in statement form regarding expected behavior of students relating to specific subject matter.

A norm-referenced test (NRT) is an assessment method that estimates the position of the assessed individual in a predefined group in regard to the evaluated trait.

Purpose of Tests

To find out if every student has gained specific skills or concepts.

To determine the level of knowledge of the students before and after instruction.

To rate every student depending on other students achievements in a wider spectra of knowledge

To differentiate and treat with partiality the high and low achievers

Content

Evaluates specific skills that are part of the designated curriculum.

The particular skills are pointed out by instructors as well as experts in curriculum. The skills are identified as teaching objectives.

Evaluates wider spectra of skills that are sampled from a various sources including textbooks, syllabi, and the curriculum expert's assessments.

Characteristics

So as to get sufficient sample of learner performance and to reduce the guessing effect, individual skill is therefore assessed by at least four items. The items that assess the skills differ in difficulty.

Individual skills are usually assessed by less than four items.

These items are distinct and vary in difficulty. They are chosen and discriminate between high and low achievers.

Cons

It requires time to develop assessment that is both valid and reliable this can be quite an extensive and expensive endeavor. In addition, the outcome is unlikely to be generalized further than the Specific program. The assessment could be weakened by learners with access to prior to the tests. This assessment is targeted to the specific program and cannot be used to evaluate performance of bigger groups.

This assessment cannot evaluate progress of the whole group, but only in instances where individuals fall within the whole. Therefore, only an evaluation against a fixed objective is most likely to be applied to measure the implementation of educational programs that are meant to enhance the achievement of the involved learners against emerging standards that measure skills.

Test/Score Interpretations

Every student is compared with a predetermined level of achievement that is agreed upon.

In addition, other students' scores are taken into account. The scores of the students are presented in percentage and achievement presented for individual skills.

Every student performance is compared with other students and represented with a score in percentages, a grade equivalent score, or a stanine. Individual achievement is presented for a wide spectrum of skills. However, some assessments do not report student achievement for individual skills.

Sample Tests (3)