Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
¶ … norm-referenced test is an assessment that produces a score (or scores) that represent an estimate of where the individual stands with respect to a predefined peer group on a particular trait, dimension, or ability (Rust & Golombok, 2014). Norm-referenced tests allow for a comparison on whether an individual performed at, above, or below expectation with respect to individuals that are similar to them. For example, traditional IQ tests yield standardized scores with a mean of 100 and a standard deviation of 15 (or 16; Sattler & Ryan, 2009). The standardized score is a score that should be interpreted and not the raw scores. In terms of simple point estimates (single IQ scores) the researcher/clinician can compare the individual performance to the norm -- reference group with respect to the score's deviation from the mean. Comparing individual scores to norm -- reference scores in this manner allows the researcher/clinician to determine how far above/below the individual has scored compared to the typical performance for his/her peers on the test (Rust & Golombok, 2014).
The comparison of a score on a norm-referenced test such as an IQ test should always be made within the specific context of the peer group to which the individual's scores are being compared...
For example, most IQ tests do not specifically use educational attainment as a variable and defining the particular comparison scores. Thus, the performance of a nuclear physicist who produces a full-scale IQ score of 95 would be interpreted quite differently than a factory worker with the same IQ score, even though both scores are technically within the average range of performance for the reference group (Sattler & Ryan, 2009).
Moreover, point estimates such as the Full Scale IQ score or standardized scores on IQ subtests have poorer reliability than interval estimates such as confidence intervals and summary scores have greater reliability than individual test score results (Urbina, 2014). Whenever possible it is advised to interpret the more reliable estimate in favor of the less reliable ones (e.g., confidence intervals over point estimates of IQ scores, Full Scale IQ score over Index Scores, and Index Scores of single test scores; Sattler & Ryan, 2009).
The reason why raw scores are transformed into standardized scores is to allow researchers/clinicians to make meaningful comparisons between the individual score and the performance by the individual's peer group and to make comparisons between performances on different…
References
Rust, J., & Golombok, S. (2014). Modern psychometrics: The science of psychological assessment. New York: Routledge.
Sattler, J.M., & Ryan, J.J. (2009). Assessment with the WAIS-IV. Le mesa, CA: Jerome M
Sattler Publisher.
Urbina, S. (2014). Essentials of psychological testing. New York: John Wiley & Sons.
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
Early Childhood Norm-referenced vs. criterion-referenced test A norm-referenced test is an assessment that usually brings out an estimate of the position of the person who is being tested in a population that is predefined with the focus being the trait that is being measured. The estimate is normally obtained from analyzing the test scores as well as other data which is got from the population and is relevant .in this type of
Limitations of Norms in Psychological Testing Tests that are norm-referenced provide a number of benefits over non-norm-referenced tests. Psychological tests enable the gathering of valuable information about individual functioning for many different areas. Most norm-referenced tests are relatively quick to administer, such that a psychologist can obtain a sampling of behavior with a small investment of time and resources. A primary advantage of psychological testing is that rich and detailed information
Distinguish terms 'criterion -- referenced assessment' 'norm-referenced assessment'. Robert Glaser's 1963 paper "Instructional Technology and the Measurement of Learning Outcomes" marked a watershed in psychometrics, the measurement of educational effectiveness. Glaser's innovation came through classifying two particular means of comparing test outcomes, and his definitions continue to drive controversial change in the provision of education across the United States to this day. The No Child Left Behind Act of 2001 represents
Norm- Versus Criterion-Referenced Tests The difference between norm- and criterion-referenced tests is that the former compares test scores to a reference group, while the latter compares test scores to a performance standard. Norm-referenced tests are quite common. For example, student reading performance in primary schools may be compared to the mean score for all children of the same age. The norm comparison group would likely consist of all students within a
tests (CRTs) and scales vs. norm-Referenced Criterion-referenced tests (CRTs) are often the preferred method of assessing the performance of many practitioners in the healthcare and 'helping' professions such as nursing. An example of a criterion-based objective is that a student mastered 90% of the terms on a particular test (McDonald 2002). The NCLEX (National Council Licensure Examination) for nurses is an example of such a test: all nurses that pass