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Understanding Testing Types

This document compares criterion-referenced tests and norm-referenced tests. Criterion-referenced tests measure test takers' performance against a predetermined standard or criteria, while norm-referenced tests compare performance to others in a norm group. Criterion-referenced tests are intended to determine if students have achieved specific skills or concepts, while norm-referenced tests are intended to rank students relative to the achievement of others. Scores on criterion-referenced tests are interpreted based on a preset standard, while scores on norm-referenced tests are interpreted based on a student's percentile or other relative measure within the norm group.

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116 views2 pages

Understanding Testing Types

This document compares criterion-referenced tests and norm-referenced tests. Criterion-referenced tests measure test takers' performance against a predetermined standard or criteria, while norm-referenced tests compare performance to others in a norm group. Criterion-referenced tests are intended to determine if students have achieved specific skills or concepts, while norm-referenced tests are intended to rank students relative to the achievement of others. Scores on criterion-referenced tests are interpreted based on a preset standard, while scores on norm-referenced tests are interpreted based on a student's percentile or other relative measure within the norm group.

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Imran
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These two testing types have different construction methods, underlying goals, and methods for

interpreting scores.

Norm‐referenced tests make comparisons between individuals,

and criterion‐referenced tests measure a test taker's performance compared to a specific set of
standards or criteria.

Criterion-referenced tests compare a person’s knowledge or skills against a predetermined


standard, learning goal, performance level, or other criterion. With criterion-referenced tests,
each person’s performance is compared directly to the standard, without considering how other
students perform on the test. Criterion-referenced tests often use “cut scores” to place students
into categories such as “basic,” “proficient,” and “advanced.

Norm-referenced measures compare a person’s knowledge or skills to the knowledge or skills of


the norm group. The composition of the norm group depends on the assessment. For student
assessments, the norm group is often a nationally representative sample of several thousand
students in the same grade (and sometimes, at the same point in the school year). Norm groups
may also be further narrowed by age, English Language Learner (ELL) status, socioeconomic
level, race/ethnicity, or many other characteristics.

Criterion-Referenced Norm-Referenced
Dimension
Tests Tests
To determine whether each student To rank each student with respect to
has achieved specific skills or the
concepts. achievement of others in broad areas
Purpose of knowledge.
To find out how much students
know before instruction begins and To discriminate between high and low
after it has finished. achievers.
Measures specific skills which
make up a designated curriculum.
Measures broad skill areas sampled
These skills are identified by
from a variety of textbooks, syllabi,
Content teachers and curriculum experts.
and the judgments of curriculum
experts.
Each skill is expressed as an
instructional objective.
Item Each skill is tested by at least four Each skill is usually tested by less
Characteristics items in order to obtain an adequate than four items.
sample of student
performance and to minimize the
effect of guessing. Items vary in difficulty.

The items which test any given skill Items are selected that discriminate
are parallel in difficulty. between high
and low achievers.
Each individual is compared with
Each individual is compared with a
other examinees and assigned a
preset standard for acceptable
score--usually expressed as a
achievement. The performance of
percentile, a grade equivalent
other examinees is irrelevant.
score, or a stanine.
Score
Interpretation A student's score is usually
Student achievement is reported  for
expressed as a percentage.
broad skill areas, although some
norm-referenced tests do report
Student achievement is reported for
student achievement for individual
individual skills.
skills

Example Medical school graduation examinations which are mostly high Collage entrance tests are a good
stake and are necessary for individuals who desire to be licensed example of normative-referenced
as doctors and pursue the profession such as becoming. Such tests that usually end up ranking
tests may not necessarily rank individuals but may try to students and determining to which
determine if one has the specific set of skills to become a doctor colleges they will ultimately go to.
and not be a danger to human beings.
Explanatio To produce students and professionals who are in line with To produce highly competitive
n minimum accepted standards outstanding students among peers.

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