Quadrant-I (e-text)

Details of Module and its structure

Module Detail
Subject Name Education
Course Name Assessment for Learning
Course Code EDU503
Module Name/Title Norms: meaning, types, uses with strength and
weakness with respect to the type of norm.
Module Code AFL012
Pre-requisites
Learning Outcomes After going through this lesson, the learners will
be able to:
1. Discriminate the meaning of norms and
standards.
2. Reflect on characteristics of norms.
3. Deliberate on different types of norms.
4. Construct different types of norms.
Keywords
1. Development Team
Role Name Affiliation
School of Education,
Principal Investigator
Dr S K Bawa Central University of
(PI)
Punjab, Bathinda, Punjab
School of Education,
Subject Matter Expert
Dr. Aneet Kumar Central University of
(SME)
Punjab, Bathinda, Punjab

Table of Content
S. No. Content Page No.
1 Introduction 2
2 Characteristics of Norms 3
3 Types of Norms 4
3.1 Age Norms 4
3.2 Grade Norms 5
3.3 Percentile Norms 7
3.4 Standard Score 8
4 Summary 9
1. Introduction
A norm represents a typical level of performance for a particular group. A raw
score on any Psychological test alone is meaningless unless we have
additional interpretive data. Therefore, the score on psychological test are
most commonly interpreted by reference to norms that represent the test
performance of the standardised sample. Norms are empirically established
by determining what parsons in a representative group actually do on a test.
In order to ascertain more precisely the individual’s exact position with
reference to the standardised sample, the raw score is converted into some
relative measure. These derived scores serve two purposes i.e. they indicate
the individual’s relative standing in the normative sample and provide
comparable measures that permit a direct comparison of the individuals
performance on different tests. Norms consist of data that make it possible to
determine the relative standing of an individual who has taken a test. By itself,
a subject’s raw score (e.g., the number of answers that agree with the scoring
key) has little meaning. Usually, a test score must be interpreted as indicating
the subject’s position relative to others in some group. Norms provide a basis
for comparing the individual with a group. We will discuss about norms of a
test and its various aspects.
In a test, norm is that score which has been obtained by a group. In other
words, “By norms we mean specimen of work which represent the commonest
type of work for the whole group in question. In the field of research, when
different tests are administered and scoring is given. It is to draw some
inferences on the basis of these scores, unless we have a basis for them. On
the basis of norm, we can compare two candidates in the test, and can find
out the place of a candidate in the group. We can apply norm in order to
eradicate interpretive errors. Norms have been defined as the standard,
performance of a group of pupils in a test. It is essential to keep in mind that
there is difference between norm and standard. Norms indicate the actual
achievement of students at standardized level, while standard indicate the
desired level of performance. Norms are such standards with which we can
compare any scores for analysis, or deduce our conclusions from them. In
other words, norms are the average scores of actual measurement in a test
administered on a specific group of students. Norms are averages or values
determined by actual measurement of a group of persons who are the
representatives of specific population. While standard possesses a desirable
objective, which can be less or more than the obtained norm. To prepare
norms, we administer a test on a large population in order to change the
scores into percentiles or standard scores. Norms are used as the central
tendency of scores of a certain group. Some common definitions of norm are
-Norms are quantitative criterion for different levels; Norms are averages
determined under prevailing conditions and Psychological test norms
represent the test standardization.
2. Characteristics of Norms
It is essential for norms of a test to have the following essential qualities:
novelty, representation, meaningfulness and comparability.
Novelty: By being novel or up-to-date is meant that the norms should not be
outdated i.e. norms should not be constructed on the basis of test scores
which were administered a long way back because time interval can effect
change in students’ abilities. For this reason, if an intelligence test
constructed in 1990 will not be suitable to analyze scores of students on a
test administered in 2004, as it would not be proper. Therefore, the norms
should be changed from time to time so that they remain novel and up-to-
date.
Representation: By representation of norms is meant that norms should be
developed from the scores obtained from the representative group, whose
scores have to be analyzed. Therefore, if some skill of class 9 students has to
be analyzed, then the norms too should be developed on the basis of scores
obtained from class 9 students. Besides, these students should be equal to
other students in other traits. Test norms should be constructed on the basis
of scores obtained from a large group. A small group cannot represent the
whole population adequately, due to which a norm developed on a small group
can give incorrect interpretation
Meaningfulness: By meaningfulness is meant the type of norms. The evolved
norms should be dependent on the test objectives and measurable traits.
Where traits increase with an increase in age, it would be proper to develop
age norms or grade norms. However, if personality has to be measured, then
percentile norms or standard score norms should be applied. In the same
way, if the aim of a test is to ascertain the desirability of a student’s physical
or educational achievement, then it would be more adequate to use age or
grade norms, but if the aim of a test is to find out the position of the student
in a large group, then the percentile and standard norms can be used.
Comparability: Comparability is an important characteristic of norms. Test
norms should be mutually comparable, only then these norms can be used to
compare different students. Besides, norms should be sufficiently described,
that is, the different reference points should be clearly explained so that the
students’ ability can be clearly explained in words.
3. Types of Norms
Norms can be classified from different perspective but in this module mainly
four types of norms i.e. Age norms, Grade norms, Percentile norms and
Standard score norms are discussed below:
3.1 Age Norms
This type of norms was used in Binet’s intelligence tests. The basic
assumption in this type of norms is that variable should increase with the
age. The variable must increase with the age. By age norms is meant the
average scores of students of different ages. Age norms find out only those
variables, which increase with age, such as height, weight, intelligence,
reading ability, vocabulary, mental age etc. Supposing, we have to find out
height age norm for this, a test is administered on a group of students of
different age groups and the scores are written down on the test. The average
of scores obtained by students of different age groups is called the norm for
that age group. For example, if we want to know the height norm for students
of 12-year age group. For this, we shall choose some students of 12 years of
age who should represent the entire population. Then their height will be
measured and average will be calculated. This average will be called the height
age norm for all 12-year students. Now we can measure a student’s height
and analyse it in accordance with this norm. If his height is more than this
norm, then he will be called a taller than average boy. For example, if the
average height of 15-year old age group is 135 cm and Nishant’s height is 145
cm, then we can say that Nishant is taller than his average age group or that
he is taller as relative to his age. On the other hand, if the average height of
16-year boys is 145 cm, then we can say that his height is equal to 16-year
age group. In the field of intelligence measurement, the concept of mental age
is a form of age norms. If a student is able to solve all questions meant for an
18-year age group, then he will be said to have 18-year mental age, even if his
physical age is merely 15 years. In all intelligence tests, norms are presented
in the form of mental age and norms in achievement tests are presented in
the form of educational age. Age norms can be easily established. This is the
reason that they are widely used in educational field. Age or grade norms
locate the pupil in terms of age or grade groups, but not necessarily with
pupils of his own age and grade (Baron and Bernard),
Uses of Age Norms
i. Age norms can be easily established.
ii. These norms are widely used in educational field
iii. These norms are easy to use.
iv. These norms are more suitable when variables increase along with age;
such as weight, intelligence, educational achievement etc.
Weakness of Age Norms
i. Main weakness of age norms is that the development and growth of
each child is not uniform in all age groups. Consequently, the
difference in norms is not uniform for different age groups.
ii. These norms cannot be used in personality tests, interest tests,
aptitude tests and attitude tests etc.
iii. The unit of age is not suitable to express the level of ability during
adolescence and youth.
iv. The selection of representative sample is a difficult task.
v. Some traits do not show mental development with age, such as
vocabulary increases with age, but maze tracing is obstructed after
adolescence. Therefore, this type of traits cannot be shown by age
norms.
vi. These norms are appropriate only for the students up to the age group
of 20 years.
3.2 Grade Norms
Grade norms are similar to age norms, with the only difference that while age
norms are related with age, grade norms are related with class. They are also
called class norms. By grade norms in a test is meant the average scores of
students of different classes. This is administered on a classified student in
the school. Like age norms, the other variable should be such which increases
with the age.
To ascertain grade norms, a test is administered on students of different
classes. The students selected from a specific class represent the entire
population of that class. Then the scores of students for each class are found
out. The average scores for each class are called grade norms for that class.
Supposing, we want to establish grade norms in science. Representative
groups are taken from different classes, as VII, VIII, IX and X, and their
average scores are found out. Now, the students whose present achievement
has to be measured is administered the test and his scores are explained on
the basis of grade norms. If a VII grade student is able to achieve the average
score of IX grade, then he will be considered a strong student. On the contrary,
if a IX grade student attains the average score meant for a VII grade, he will
be called a weak student.
Uses of Grade Norms

i. Grade norms are mostly established for achievement tests.

ii. These are related with the performance of average students of all
classes.
iii. Grade norms are very important for teachers.
iv. These are used to analyse the performance and ability of students on
their basis, and can ascertain the position of a certain child in the class.
Weakness of Grade Norms
i. The variance in grade norms is not very explicit.
ii. The rate of educational achievement, intelligence development and
other variables is not uniform as per the grade.
iii. Grade norms, like age norms are not uniform.
iv. These norms can be used only in formal educational institutions.
 v. If students of the same age group have to compared, then grade norms
do not assist us. For example, we can compare 8-year-old Sumit with
other boys aged 9, 10 or 11 years, but not with many other as old as
Sumit. In such a situation, students are compared with one another
based on percentile norms.
3.3 Percentile Norms
By percentile norms in a test is meant the different percentiles obtained by a
large group of students. In other words, percentile norms are those scores,
the number of students obtaining scores below than that is equal to the
percentage of such students. For example, 75th percentile norm tells that
75% students have scored below this score and only 25% students have
obtained scores above it. In calculating percentile norm, a candidate is
compared with the group of which he is a member. By percentile scores is
meant the grade of a candidate in percentiles. Supposing 100 individuals are
taking part in a race. One of them runs the fastest and stands first. He is
better than 99 individuals, so his percentile value is 99. The individual
standing second in the race is better than 98 individuals, so his percentile
position is 98th. The distance between the first and second individuals does
not influence their percentile positions. No other individual follows the
individual running last, so his percentile position will be zero. In the same
way, under educational situations, when several students of the same or
different schools are studied, it is quite convenient and useful to transform
their sequences into percentile ranks. In ordinary words, percentile is the
point on the scale below which a fixed percentage of the distribution falls.
In order to know percentile value, a test is administered on a large group and
different percentile values are calculated based on scores obtained by
students. These percentile values are percentile norms. Because, it is possible
to use them on all individuals of the common group under all circumstances,
so it can be said about them that percentile norms provide a basis for
interpreting the score of an individual in terms of his standing in some
particular group.
Uses of Percentile
i. They can be analysed easily.
 ii. It is not necessary to administer the test on a sample representative
group, as is done in other tests. Therefore, no hypothesis has to be
formulated for these norms. So, these are used widely.
iii. These norms are useful in all types of circumstances, such as
educational, industrial, military fields etc.
iv. Percentile norms are easy to develop.
v. They can be used to meaningfully express the scores with different units
and numerical standards.
vi. These are used to determine the findings of personality tests, IQ tests,
attitude tests, aptitude tests etc.
Weakness of Percentile Norms
i. It is not possible to carry out statistical analysis of these norms.
ii. The percentile scores of different tests cannot be compared unless the
groups on which they were administered are not comparable; for
example, if in a personality test, percentile norms have been developed
for adolescent girls taken from a large group, then the scores of all
adolescent girls can be compared with these.
iii. In normal situations, percentile norms tell the relative position of each
individual, but it does not make out the difference in scores between
two individuals.
iv. Percentile norms are often confused with percent scores.
v. The relative position of an individual is ascertained on the basis of these
norms. It is not possible to analyse actual ability or capability of an
individual objectively.
vi. The units of percentile scores are not uniform. If the details of actual
scores are almost common, then there is much difference in changing
proximate scores into percentile values, while there is not much
difference in changing scores at extreme ends.
3.4 Standard Score
The greatest shortcoming of percentile norms is that the units of scores is not
equal in this, that is, the two consecutive percentiles are not equally or
uniformly distanced. For example, the difference between 30th and 40th
percentiles are not equal to the difference between 60th and 70th percentiles.
Due to this shortcoming, these norms cannot be used to compare the
differences among different candidates. Therefore, test-makers look for such
units which are meaningful throughout the entire expanse. From this
standpoint, the standard score norms are widely used. These norms are also
called Z score norms.
By standard score norms are meant to change the raw scores of candidates
into standard scores. This type of norms is found out with the help of standard
deviation (S.D. or σ). This standard deviation is a measurement of the expanse
of scores of a group. Standard norms are based on normative group. These
norms analyse the achievement of an individual based on his scores in the
context of the particular group. Because these express uniform units, so they
are different from percentile norms.
Uses of Standard Score
Standard Score can be used to compare raw scores that are taken from
different tests especially when the data are at the interval level of
measurement.
Weakness of Standard Score
The main disadvantage of standard scores is that they always assume a
normal distribution. But if this assumption is not met, the scores cannot be
interpreted as a standard proportion of the distribution from which they were
calculated. For example, if the distribution is skewed, the area with the
standard deviation of 1 to the left of the mean is not equal to the area within
the same distance to the right of the mean.
4. Summary
In this module we have discussed about the meaning, characteristics,
different types of norms and their uses with strength and weakness. The
norms are thus empirically established by determining what person in a
representative group actually do on the test. Any individual’s raw scores
obtained by the standardization sample, to discover, where he or she falls in
that distribution. Characteristics of norms includes novelty, representation,
meaningfulness and comparability. There are four kinds of norms i.e. Age
norms, Grade norms, Percentile norms and Standard score norms. To
establish age norms, the Mean of raw scores obtained by all in the same age
group within a standardized sample is taken. Grade norms are found by
computing the Mean row score obtained by students in particular grade.
Percentile scores represent the percentage of persons in the standardised
sample who fall below a given raw score. They indicate an individual’s relative
position in the standardized sample. Standard score expresses the
individual’s distance from the Mean in terms of the standard deviation of the
distribution. They are obtained by linear or nonlinear transformation of the
original raw scores. T Scores and Z scores are known as standard scores.
EDU503 Assessment for Learning Module: AFL012

Quadrant-III
J.S. Rani (2004) Education Measurement and Evaluation, Discovery
Publishing house, New Delhi.
Anastasi, A. (1988): Psychological Testing (6th Ed.). New York: The Macmillan
Co.
Garret, H.E. (1973): Statistics-In Education and Psychology. Bombay:Vakils,
Feffer andSimons.
J.P.Lal, Yadav Seema (2008) Educational Measurement and Evaluation.
Anmol Publications Pvt. Ltd.
James C. Me. David, Laura R.L. Hawthorn (2018) Program Evaluation and
performance measurement, Sage Publications.
EDU503 Assessment for Learning Module: AFL012
Quadrant-IV (Self-Assessment)
1. Norms indicate the actual achievement of __________ at standardized
level.
A. Students
B. Teachers
C. Principals
D. Supervisors
2. The group of individuals on whom, norms are prepared are called
__________.
A. Age group
B. Reference group
C. Percentage group
D. Grade group
3. Grade norms are also called as __________.
A. Age norms
B. Class norms
C. Percentile norms
D. Score norms
4. __________ are those scores, the number of students obtaining scores
below than that
is equal to the percentage of such students.
A. Percentile norms
B. Age norms
C. Grade norms
D. Standard norms
5. __________ are based on normative group
A. Age norm
B. Grade norm
C. Standard norm
D. Percentile norms
6. The ____ is a measurement of the expanse of scores of a group.
A. Mean
B. Standard deviation
C. Median
D. Mode
7. T-score was first used by __________.
A. Mc Call
B. R.V. Cattell
C. Kelly
D. Lamark
8. Which of the following is not true regarding characteristics of norms?
A. Novelty
B. Representation
C. Meaninglessness
D. Comparability
9. Grade norms are similar to ________ norms, with the only difference that
while age norms are related with age, grade norms are related with
__________.
10. The greatest shortcoming of percentile norms is that the units of scores
is not _________.
11. The basic assumption in the ________ norms is that variable should
increase with the ___________.
12. Novelty of the norms mean that the norms should be constructed on
the basis of test scores which were administered a long way back
because time interval can’t effect change in students’ abilities.
(True/False)