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Educators' Guide to Testing Methods

The document discusses the key differences between criterion-referenced tests and norm-referenced tests. Criterion-referenced tests measure specific skills defined in a curriculum and compare student performance to a preset standard. Norm-referenced tests measure broad skills and rank students based on how their performance compares to other students. The purpose, content, item characteristics, and score interpretation differ between the two types of tests. Criterion-referenced tests focus on individual skills while norm-referenced tests focus on broad skill areas and compare students.

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Xlian Myzter Yosa
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1K views1 page

Educators' Guide to Testing Methods

The document discusses the key differences between criterion-referenced tests and norm-referenced tests. Criterion-referenced tests measure specific skills defined in a curriculum and compare student performance to a preset standard. Norm-referenced tests measure broad skills and rank students based on how their performance compares to other students. The purpose, content, item characteristics, and score interpretation differ between the two types of tests. Criterion-referenced tests focus on individual skills while norm-referenced tests focus on broad skill areas and compare students.

Uploaded by

Xlian Myzter Yosa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

MEASUREMENT AND EVALUATION:

CRITERION- VERSUS NORM-REFERENCED TESTING

The following is adapted from: Popham, J. W. (1975). Educational evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.

Criterion-Referenced Norm-Referenced
Dimension
Tests Tests
To determine whether each student has To rank each student with respect to the
achieved specific skills or concepts. achievement of others in broad areas of
knowledge.
Purpose
To find out how much students know
before instruction begins and after it has To discriminate between high and low
finished. achievers.
Measures specific skills which make up a
designated curriculum. These skills are
identified by teachers and curriculum Measures broad skill areas sampled from a
Content experts. variety of textbooks, syllabi, and the
judgments of curriculum experts.
Each skill is expressed as an instructional
objective.
Each skill is tested by at least four items in
order to obtain an adequate sample of Each skill is usually tested by less than four
student performance and to minimize the items. Items vary in difficulty.
Item
effect of guessing.
Characteristics
Items are selected that discriminate between
The items which test any given skill are high and low achievers.
parallel in difficulty.
Each individual is compared with a preset
Each individual is compared with other
standard for acceptable achievement. The
examinees and assigned a score--usually
performance of other examinees is
expressed as a percentile, a grade equivalent
irrelevant.
score, or a stanine.
Score
Interpretation A student's score is usually expressed as a
Student achievement is reported  for broad
percentage.
skill areas, although some norm-referenced
tests do report student achievement for
Student achievement is reported for
individual skills.
individual skills.

Source: Huitt, W. (1996). Measurement and evaluation: Criterion- versus norm-referenced testing. Educational Psychology Interactive. Valdosta,
GA: Valdosta State University. Retrieved [date], from http://www.edpsycinteractive.org/topics/measeval/crnmref.html 

Building a High Quality Assessment & Writing a SMART IEP


Venue: R.E.A.C.H. Inc., 2nd Flr., Uniwide Metromall, #43 Real St., Pamplona, Las Piñas City
Resource Speaker: DR. LOLITA DIONISIO-SERRANO

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