Nature of Interpretation: Norm referenced, Criterion referenced

After getting information or data from the administration of a test or
evaluation device, efforts are made to have its interpretation for deriving
conclusions about the levels of one's achievements and performances in one
or the other learning or work areas.
The nature of the interpretation may differ from situation to situation. It
may be criterion referenced in some situations or norm referenced in the
other.
Accordingly, the assessment based on some criteria may be termed as
criterion-referenced assessment and the assessment based on the concept
of norm may be referred to as norm-referenced assessment .
Let us know more about these two types of assessment-criterion-referenced
assessment and norm-referenced assessment.

Criterion-Referenced Assessment
In the criterion-referenced assessment or testing the tools of
evaluation, tests, techniques or measures are so constructed as to
measure student learning according to a predetermined standard
of achievement or performance.
In other words, evaluation measure or a test based on reference to
a criteria, i.e., specific teaching–Teaming objectives fixed in
advance, may be referred to as a criterion-referenced evaluation
It is conducted to provide results that can be directly interpreted
in terms of the acceptable level of the performance, i.e., previously
specified level of performance.
In no case, it tries to compare a learner's performance with that of
another or a group of learners as happens in the case of norm-
referenced and summative evaluations.

Its primary and sole purpose is to determine whether a learner
has or has not acquired mastery over the specific learning task
regardless of the fact how other learners performed on the same
task.
In criterion-referenced tests or evaluation measures, thus a criterion
(an accepted level of performance called mastery level) is fixed well
before the beginning of the actual teaching—learning session.
In the end or anywhere during the instructional period, an attempt
is made to know the extent to which the predetermined level of
performance in mastery level has been achieved by the individual
learner.
The result of such evaluation is interpreted in terms of the
predetermined standard of absolute performance such as “The
learner understands 90 per cent of the technical terms and
explains at least five conventional sources of energy.”

Norm - Referenced Assessment
The norm-referenced evaluation or testing as the name suggests is
based on reference to the norm (i.e., in accordance with the
statistical curve for the results of all the learners who have
undergone the same evaluation measure).
It focuses on comparing the scores or performance of a learner with
that of another learner.
It is in fact, a competitive evaluation, which provides information
relating to a student's performance in comparison with other fellow
students regardless of the fact whether he has acquired or not
acquired mastery or any specific level of performance over a
teaming task.

The results of such evaluation are often used in declaring the first,
fifth or fifteenth student in a particular class or assigning some
grade level, or showing that his score or level of performance falls
below or above in comparison to a regionally or nationally
represented group's norm.
The entrance test used for selection to some particular course or
profession, or promotion to a higher post generally makes use of
such evaluation based on reference to the norm only because of its
distinctive characteristic of making valid discrimination between
the performances of the competitive individuals

Distinction between
Criterion - Referenced Assessment &
Norm - Referenced Assessment
Norm-referenced testing Criterion-referenced testing
1. Here, interpretation of a pupil's
performance is based on his relative
standing in some known group, i.e.,
class, school, state etc. (e.g., stood
better than 80 percent of the
students of his class).
1. Here, interpretation of a pupil's
performance is based on a set
standard or criterion of performance
(e.g., solves 9 out of the 10 given
addition problems without error).
2. It is quite helpful in comparing the
individual pupil's performance with
the performance of other pupils in
his group or class.
2. It focuses on comparing the
individual pupil's performance or
achievement with the set standard
or criterion of performance rather
than trying to compare it with
other's performance.

3. It helps in discriminating
students in relation to their
relative standing in the group.
3. It helps in discrimination and
describing the pupils' abilities
and inabilities to attain the set
standard or criterion of good
performance.
4. Tests used at the end of
instruction (summative
evaluation) typically emphasise
norm-referenced measurement.
4. Tests used during instruction
(formative evaluation) typically
favour criterion-referenced
measurement.
5. Such type of testing or
evaluation is mainly used in the
survey type of research work,
providing division and grades to
the students and comparing the
achievements of the sections,
schools, districts and states in
the country.
5. Such type of testing or evaluation
is mainly used for motivating
and helping the individual
students to reach the mastery
level or providing individualised
instructions and remedial
teaching.

6. Here, intended outcomes are seldom
specified in terms of expected
performance prior to test construction.
6. Here, it is quite essential to specify
clearly the expected level of
performance, i.e., the desired level of
behavioural changes prior to the
construction of the test.
7. Norm-referenced testing is responsible
for unhealthy competitions and rivalries
and, therefore leads to many evils and
injuries to low scoring students.
7. Criterion - referenced testing helps and
inspires a pupil, to compete with none
other than one's self. He has a criterion
and mastery level before him for
improving his progress on the learning
path.
8. Norm-referenced testing represents the
age old classical system of appraisal
and measurement with an eye to
classify and describe the performance
of an individual by comparing it with
others in the group.
8. Criterion-referenced testing represents
the new trend in the process of appraisal
and measurement involving
individualization of instruction,
sequencing of learning, the development
of programmed material and the concept
of mastery learning.

References :
THEORETICAL CONTENT
FROM THE BOOK :
Assessment For Learning
by Dr. S.K. Mangal (Author),
Dr. Shubhra Mangal (Author)
IMAGES ARE TAKEN FROM :
www.google.com

Nature of Interpretation: Norm referenced, Criterion referenced

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Nature of Interpretation: Norm referenced, Criterion referenced