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Comparison of Norm and Criterion Referenced Test

Norm-referenced tests rank students based on their performance compared to other students, while criterion-referenced tests measure if students have mastered specific skills. Criterion-referenced tests focus on measuring individual skills defined in curricula, use multiple items to test each skill at a consistent difficulty level, and compare scores to a preset standard of achievement. In contrast, norm-referenced tests measure broad knowledge areas using fewer items of varying difficulty per skill, and score students based on their performance relative to other test-takers.

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Lelisa Chala
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814 views

Comparison of Norm and Criterion Referenced Test

Norm-referenced tests rank students based on their performance compared to other students, while criterion-referenced tests measure if students have mastered specific skills. Criterion-referenced tests focus on measuring individual skills defined in curricula, use multiple items to test each skill at a consistent difficulty level, and compare scores to a preset standard of achievement. In contrast, norm-referenced tests measure broad knowledge areas using fewer items of varying difficulty per skill, and score students based on their performance relative to other test-takers.

Uploaded by

Lelisa Chala
Copyright
© Attribution Non-Commercial (BY-NC)
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
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Comparison of Norm and criterion referenced test

Criterion-Referenced Norm-Referenced
Dimension
Tests Tests
To determine whether each To rank each student with respect to
student has achieved specific skills the
or concepts. achievement of others in broad areas
Purpose of knowledge.
To find out how much students
know before instruction begins To discriminate between high and
and after it has finished. low 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.
Each skill is tested by at least four Each skill is usually tested by less
items in order to obtain an than four items.
adequate sample of student
Item performance and to minimize the Items vary in difficulty.
Characteristics effect of guessing.
Items are selected that discriminate
The items which test any given between high
skill are parallel in difficulty. and low achievers.
Each individual is compared with
Each individual is compared with
other examinees and assigned a
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
student achievement for individual
for individual skills.
skills.

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