Norm-referenced tests report whether test takers performed better or worse than a hypothetical average student, which is determined by comparing scores against the performance results of a statistically selected group of test takers, typically of the same age or grade level, who have already taken the exam. Test developers use a variety of statistical methods to select norming groups, interpret raw scores, and determine performance levels.
Norm-referenced scores are generally reported as a percentage or percentile ranking. For example, a student who scores in the seventieth percentile performed as well or better than seventy percent of other test takers of the same age or grade level, and thirty percent of students performed better as determined by norming-group scores.
Norm-referenced tests often use a multiple-choice format, though some include open-ended, short-answer questions. They are usually based on some form of national standards , not locally determined standards or curricula. IQ tests are among the most well-known norm-referenced tests, as are developmental-screening tests, which are used to identify learning disabilities in young children or determine eligibility for special-education services.
The following are a few representative examples of how norm-referenced tests and scores may be used:. To produce a bell curve each time, test questions are carefully designed to accentuate performance differences among test takers, not to determine if students have achieved specified learning standards , learned certain material, or acquired specific skills and knowledge.
Tests that measure performance against a fixed set of standards or criteria are called criterion-referenced tests. Criterion-referenced test results are often based on the number of correct answers provided by students, and scores might be expressed as a percentage of the total possible number of correct answers. On a norm-referenced exam, however, the score would reflect how many more or fewer correct answers a student gave in comparison to other students.
Hypothetically, if all the students who took a norm-referenced test performed poorly, the least-poor results would rank students in the highest percentile. Similarly, if all students performed extraordinarily well, the least-strong performance would rank students in the lowest percentile.
It should be noted that norm-referenced tests cannot measure the learning achievement or progress of an entire group of students, but only the relative performance of individuals within a group. For this reason, criterion-referenced tests are used to measure whole-group performance.
Norm-referenced tests have historically been used to make distinctions among students, often for the purposes of course placement, program eligibility, or school admissions.
To discriminate between high and low achievers. Content 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. Measures broad skill areas sampled from a variety of textbooks, syllabi, and the judgments of curriculum experts. Item Characteristics 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. Each skill is usually tested by less than four items. Items vary in difficulty. Items are selected that discriminate between high and low achievers. Score Interpretation Each individual is compared with a preset standard for acceptable achievement. The performance of other examinees is irrelevant. For example, if a third-grade student scores in the 90th percentile rank, they are performing better than most of their peers.
What are the advantages and disadvantages of criterion referenced assessments? The disadvantages of criterion referenced test is the difficulty to be able to set reasonable standards for students. Most teachers help their students learn certain criteria based on the knowledge of the students. The teachers also based their knowledge on performance from the past. What is a criterion? A criterion is a standard for judging something. If you are holding a cupcake competition, your number one criterion might be the smoothness of frosting.
A criterion is a category for judging, but can also be a prerequisite for an achievement. Can a test be both norm and criterion referenced? The first thing to understand is that even an assessment expert couldn't tell the difference between criterion-referenced test and a norm-referenced test just by looking at them.
The difference is actually in the scores—and some tests can provide both criterion-referenced results and norm-referenced results! What is authentic assessment examples? Examples of authentic assessment categories include: performance of the skills, or demonstrating use of a particular knowledge. What are the major limitations of standardized tests? Testing is applied inappropriately. Standardized Tests are Often Biased.
Public does not understand limitations of tests. Standardized tests do not take all factors into account. Standardized tests add stress for teachers and students.
Tests do not accurately measure learning. What are the characteristics of norm referenced test?
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