Difference between criterion and norm referenced test pdf
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- Criterion-Referenced Assessment of Individual Differences
- Criterion and norm referenced tests in the education system: livening up the debate
- Difference Between Criterion-Referenced & Norm-Referenced Tests
Patricia C. Montgomery, Barbara H. The purposes of this article are 1 to compare the similarities and differences between norm-referenced and criterion-referenced tests and 2 to summarize how each should be used in the assessment of developmental performance in children. Specific developmental assessments, the populations they address, and the information they provide are described briefly.
Criterion-Referenced Assessment of Individual Differences
Source: Huitt, W. Measurement and evaluation: Criterion- versus norm-referenced testing. Educational Psychology Interactive. Many educators and members of the public fail to grasp the distinctions between criterion-referenced and norm-referenced testing. It is common to hear the two types of testing referred to as if they serve the same purposes, or shared the same characteristics. Much confusion can be eliminated if the basic differences are understood. The following is adapted from: Popham, J.
The field of criterion-referenced testing has developed quickly since the first papers on the topic by Glaser and Popham and Husek Glaser, and later, Popham and Husek, were interested in assessment methods that could provide information on which to base a number of individual and programmatic decisions arising in connection with specific instructional objectives or competencies. Norm-referenced tests were judged to be inappropriate because they provide information that facilitates comparisons among examinees on broad traits or constructs. These tests were not intended to measure specific objectives. And even if items in a norm-referenced test could be matched to objectives, typically there would be too few test items per objective to permit valid criterion-referenced test score interpretations. Unable to display preview.
Criterion and norm referenced tests in the education system: livening up the debate
Analytic Quality Glossary. Citation reference: Harvey, L. This is a dynamic glossary and the author would welcome any e-mail suggestions for additions or amendments. Novel Recipes. Norm-referenced assessment. Norm-referenced assessment is the process of evaluating and grading the learning of students by judging and ranking them against the performance of their peers.
Due to the recent and unprecedented emphasis on educational accountability, assessment selection has become an important consideration. There are various types of assessments that can be used to measure student performance. Additionally, scores are reported in different formats, interpreted differently and target different content. Tests based on norms measure the performance of a group of test takers against the performance of another group of test takers. This type of assessment result can used to compare the performance of seventh graders in a particular school system to the performance of a broader, and perhaps more diverse nationally or state-wide , group of seventh graders. Criterion based tests measure the performance of test takers relative to particular criteria covered in the curriculum. In other words, CRT test scores can be used to determine if the test taker has met program objectives.
Difference Between Criterion-Referenced & Norm-Referenced Tests
Norm-referenced refers to standardized tests that are designed to compare and rank test takers in relation to one another. Norm-referenced tests report whether test takers performed better or worse than a hypothetical average student, which is determined by comparing scores against the performance results of a statistically selected group of test takers, typically of the same age or grade level, who have already taken the exam. Test developers use a variety of statistical methods to select norming groups, interpret raw scores, and determine performance levels. Norm-referenced scores are generally reported as a percentage or percentile ranking. For example, a student who scores in the seventieth percentile performed as well or better than seventy percent of other test takers of the same age or grade level, and thirty percent of students performed better as determined by norming-group scores.
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