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Norm and Criterion Referenced Test

The document compares norm-referenced tests and criterion-referenced tests. Norm-referenced tests rank students based on their performance compared to other students, while criterion-referenced tests measure students' mastery of specific objectives. The document outlines the purposes, content, item characteristics, score interpretations, advantages, and disadvantages of each type of test.

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Dr. Nisanth.P.M
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6K views

Norm and Criterion Referenced Test

The document compares norm-referenced tests and criterion-referenced tests. Norm-referenced tests rank students based on their performance compared to other students, while criterion-referenced tests measure students' mastery of specific objectives. The document outlines the purposes, content, item characteristics, score interpretations, advantages, and disadvantages of each type of test.

Uploaded by

Dr. Nisanth.P.M
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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NORM-REFERENCED

&
CRITERION REFERENCED
TESTS

1
NORM-REFERENCED TESTS- CONCEPT
— To rank each student with respect to the achievement of others
in broad areas of knowledge.
— Normed using large groups of test takers. Compares one taker
to another. Measure achievement, predicts future
performance.
— Each individual is compared with other examinees and
assigned a score--usually expressed as a grade or equivalent
score.
— Student achievement is reported for broad skill areas, although
some norm-referenced tests do report student achievement in
specific sub-areas.
2
NORM-REFERENCED TEST
NATURE & CHARACTERISTICS

3
NORM-REFERENCED TEST-STEPS

— Measures broad skill areas sampled from a variety of


textbooks, syllabi, and the judgments of curriculum experts.

— Each skill is, usually, tested by less than four items.

— Items vary in difficulty. Items are selected that discriminate


between high and low achievers.

• If too many people get a question correct, or too many score


well, then test questions are “thrown out” until they achieve a
normal curve again.

4
5
ADVANTAGES AND
DISADVANTAGES OF NRT
Advantages
— They easy for instructors to use
— They work well in situations requiring rigid differentiation among
students
— They are generally appropriate in large courses
Disadvantages
— An individual's grade is determined not only by his/her
achievements, but also by the achievements of others.
— No indication of prerequisite knowledge for more advanced
material has been mastered
— Less appropriate for measuring affective and psychomotor
objectives
— Encourages competition and comparison scores 6
CRITERION-REFERENCED TEST-
CONCEPT

• Criterion-referenced tests, also called mastery tests,

compare a person's performance to a set of


objectives. Anyone who meets the criterion can get a
high score.

• Benchmarks / objectives are and can attain mastery to

meet them.

• Measure a student against a specific set of knowledge

(criterion).

7
CRITERION-REFERENCED TEST- NATURE

— To determine whether each student has achieved


specific skills or concepts.

— To find out how much students know before instruction


begins and after it has finished.

— Measures specific skills which make up a designated


curriculum.

— These skills are identified by teachers and curriculum


experts.

— Each skill is expressed as an instructional objective. 8


CRITERION-REFERENCED TEST- NATURE

— The performance of other examinees is irrelevant.

— Each skill is tested by at least four items in order


to obtain an adequate sample of student
performance and to minimize the effect of
guessing.

— The items which test any given skill are parallel in


difficulty.

9
NORM & CRITERION REFERENCED TESTS

Dimension Criterion-Referenced Norm-Referenced


Tests Tests
Purpose Ø To determine whether each Ø To rank each student with
student has achieved specific respect to the
skills or concepts. achievement of others in
Ø To find out how much broad areas of knowledge.
students know before Ø To discriminate between high
instruction begins and after it and low achievers.
has finished.
Content Ø Measures specific skills which Ø Measures broad skill areas
make up a designated sampled from a variety of
curriculum. These skills are textbooks, syllabi, and the
identified by teachers and judgments of curriculum
curriculum experts. experts.
Ø Each skill is expressed as an
instructional objective.
10
NORM & CRITERION REFERENCED TESTS

Dimension Criterion-Referenced Norm-Referenced


Tests Tests
Item Ø Each skill is tested by Ø Each skill is usually
Characteris- at least four items in tested four items.
tics order to obtain an Ø Items vary in difficulty.
adequate sample of
student performance Ø Items are selected that
and to minimize the discriminate between
effect of guessing. high and low achievers.
Ø The items which test
any given skill are
parallel in difficulty.

11
NORM & CRITERION REFERENCED TESTS

Dimension Criterion-Referenced Norm-Referenced


Tests Tests
Score Ø Each individual is Ø Each individual is
Interpre- compared with a preset compared with other
tation standard for acceptable examinees and assigned a
achievement. The score--usually expressed
performance of other as a percentile, a grade or
examinees is irrelevant. equivalent score.
Ø A student's score is Ø Student achievement is
usually expressed as a reported for broad skill
percentage. areas, although some
norm-referenced tests do
Ø Student achievement is
report student achievement
reported for individual
for individual skills.
skills.

12
COMPARING NORM &
CRITERION-REFERENCED TESTS
• Norm-referenced • Criterion-referenced
– General ability – Mastery
– Range of ability – Basic skills
– Large groups – Prerequisites
– Compares people to – Affective
people-comparison – Psychomotor
groups – Grouping for instruction
– Selecting top
candidates

13
ADVANTAGES AND DISADVANTAGES OF CRT
Advantages
— Students are not competing with each other
— Students are thus more likely to actively help each other
learn.
— A student's grade is not influenced by the caliber of the
class.
Disadvantages
— It is difficult to set a reasonable standard for students
— Most experienced faculty set criteria based on their
knowledge of how students usually perform
— Criterion-referenced systems often become fairly similar to
norm-referenced systems.
— absolute standards difficult to set in some areas
— standards tend to be arbitrary 14

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