COLLEGE OF NURSING

INSTITUTE OF LIVER AND BILIARY SCIENCE

DEBATE
ON
DETERMINANTS OF CRITERION ASSESSMENT

SUBMITTED TO SUBMIITED BY
Mr. JITHIN THOMAS PAREL ANKITA JAMOLI
LECTURER MSc NURSING 1ST YEAR
CON, ILBS CON, ILBS
Criterion referenced assessment
Criterion-referenced evaluation involves comparing the student's performance to predetermined criteria, not
to the performance of other students in the group. Criterion-referenced interpretation is typically used in
competence-based learning models in which the goal is to assist the learner to achieve competence in or
mastery of specified learning outcomes. In this type of evaluation, the criteria are known in advance and
used as the basis for evaluation. It reflects the degree of criteria attainment; hence, help all students to
achieve competence. A test that yields this kind of information is called a criterion- be referenced test (CRT)
because the information it conveys refers to a comparison with a criterion or an absolute standard.
A Criterion referenced assessment as "one that is deliberately constructed so as to yield measurements that
are directly interpretable in terms of specified performance standards" (Glaser and Nitko, 1971).
Criterion-referenced assessment makes judgements about performance, rather than on people. It assessed the
extent to which a student has achieved the intended learning objectives and performance outcomes of a
subject. Thus, student performance is compared to a previously specified standard of achievement
(criteria)and not relative to other students. Under this type of assessment, teachers and students can see
where students are succeeding and where they are not. The criteria are usually set before teaching has
taken place. It may be necessary to adjust if set inappropriately high or low before reporting final grades
In planning a criterion-referenced assessment, evaluator define levels of competence, criteria for having
passed failed, and cut-off points for mastery levels of the skills he trying to measure.
The advantages of criterion-referenced evaluation include the following: emphasis on mastery and the
potential for all learners to achieve increased learner motivation sharing and collaboration among students,
and ability to give clear progress reports to learners.
Disadvantage of criterion-referenced evaluation include the inability to compare students with each other or
with other groups.
Characteristics of Criterion-Reference Assessment
Some common characteristics of the criterion-referenced assessment are:
 The students are given a list of evaluation criteria when the assessment is created, such as
 specific standards for each unit’s assessment task
 Descriptive standards for each evaluation criterion that are meaningful 
 Prior to submitting the assessment task, there is a moderation of the criteria and standards and active
student familiarization with them.
 Utilization of the rubric to grade student work, give feedback, and evaluate student work.
 Following the marking of each assessment task is the review (and modification) of the criteria and
standard descriptors.
Advantages of Criterion-Referenced Assessment
Basically, in schools, the criterion-referenced assessment method is frequently used. It applies to a variety of
educational settings, including high school, college, etc. Amongst these are some of the advantages of
criterion-referenced assessment tests;
 It enables you to assess a student’s level of comprehension of a specific body of knowledge.
 It shows that they have mastered a specific set of skills for their educational level.
 Criterion-referenced tests assess the extent to which a student exhibits criterion behavior.
  It helps students build strong self-evaluation skills by giving them resources to review, edit, and
enhance their work.
 Additionally, the assessment design is consistent and promotes learning progression within and
across courses and programs.
 Criterion-referenced assessment helps in Identifying practices in teaching, learning, and assessment
that may require revision.
 Assessment tasks links to program outlines, as well as course-level learning outcomes.
 Assessment is carried out in a way that is inclusive and impartial, and it is valid and reliable.
 A criterion-referenced test makes it possible to report student progress or achievement on a number
of essential criteria rather than just as a single grade or percentage.
 Also, students have timely access to assessment details, and assessment procedures are consistent
and transparent.

When Can You Use a Criterion-Referenced Assessment Test?

Basically, you can use the criterion-reference assessment to test the proficiency of a student in a particular
knowledge or skill set.
 For professional Licensing examinations.
 For creating a concise academic progress report while analyzing learning gaps that can be improved.
 To assess a nation’s educational performance, typically in order to compare academic performance
between different countries.
 To assess a course, academic program, or learning experience’s effectiveness by tracking students’
progress through pre- and post-tests throughout the course of instruction and
 Also, for writing high-stakes tests like high school examinations.
Here are some examples of criterion-referenced assessment.
Driving test
Professional Examination
standardization assessment
National Assessment of Educational Progress.
High school graduation
Citizenship test
Advanced placement test

What Are the Disadvantages of Criterion-Referenced Assessment?

 Due to their lack of training, instructors and administrators cannot maximize test results.
 Some tests can be costly and time-consuming and can only be generalized up to a certain point.
 Attaining prior access to the assessments could lead to an unfair advantage for students.
 The basis of the learning standards determines how accurate and fair they are.
 Since proficiency levels are subjective, it can be helpful for political gain to suggest that schools are
performing better or worse than they actually are.
While criterion-referenced test scores are often expressed as percentages, and many have minimum passing
scores, the test results may also be scored or reported in alternative ways. For example, results may be
grouped into broad achievement categories—such as “below basic,” “basic,” “proficient,” and “advanced”—
or reported on a 1 –5 numerical scale, with the numbers representing different levels of achievement. As
with minimum passing scores, proficiency levels are judgment calls made by individuals or groups that may
choose to modify proficiency levels by raising or lowering them.
The following are a few representative examples of how criterion-referenced tests and scores may be
used:
 To determine whether students have learned expected knowledge and skills. If the criterion-
referenced tests are used to make decisions about grade promotion or diploma eligibility, they would
be considered “high-stakes tests.”
 To determine if students have learning gaps or academic deficits that need to be addressed.
 To evaluate the effectiveness of a course, academic program,or  learning experience by using “pre-
tests” and “post-tests” to measure learning progress over the duration of the instructional period.
 To evaluate the effectiveness of teachers by factoring test results into job-performance evaluations.
 To measure progress toward the goals and objectives described in an “individualized education plan”
for students with disabilities.
 To determine if a student or teacher is qualified to receive a license or certificate.
 To measure the academic achievement of students in a given state, usually for the purposes
of comparing academic performance among schools and districts.
 To measure the academic achievement of students in a given country, usually for the purposes
of comparing academic performance among nations
Criterion-referenced tests are also used by educators and schools practicing proficiency-based learning, a
term that refers to systems of instruction, assessment, grading, and academic reporting that are based on
students demonstrating mastery of the knowledge and skills they are expected to learn before they progress
to the next lesson, get promoted to the next grade level, or receive a diploma. In most cases, proficiency-
based systems use state learning standards to determine academic expectations and define “proficiency” in a
given course, content area, or grade level.
Criterion-referenced tests are one method used to measure academic progress and achievement in relation to
standards.
Following a wide variety of state and federal policies aimed at improving school and teacher performance,
criterion-referenced standardized tests have become an increasingly prominent part of public schooling in
the United States. When focused on reforming schools and improving student achievement, these tests are
used in a few primary ways:
 To hold schools and educators accountable for educational results and student performance.
In this case, test scores are used as a measure of effectiveness, and low scores may trigger a variety of
consequences for schools and teachers.
 To evaluate whether students have learned what they are expected to learn.
In this case, test scores are seen as a representative indicator of student achievement.
 To identify gaps in student learning and academic progress.
Test scores may be used, along with other information about students, to diagnose learning needs so that
educators can provide appropriate services, instruction, or academic support
 To identify achievement gaps among different student groups.
Students of color, students who are not proficient in English, students from low-income households, and
students with physical or learning disabilities tend to score, on average, well below white students from
more educated, higher income households on standardized tests. In this case, exposing and highlighting
achievement gaps may be seen as an essential first step in the effort to educate all students well, which can
lead to greater public awareness and resulting changes in educational policies and programs.
  To determine whether educational policies are working as intended.
Elected officials and education policy makers may rely on standardized-test results to determine whether
their laws and policies are working as intended, or to compare educational performance from school to
school or state to state. They may also use the results to persuade the public and other elected officials that
their policies are in the best interest of children and society.
Construction of criterion referenced test

Identification of subject matter

Selection of unit topic

Delineation and description of domain of

testing

Specification of domain objective

External review

Internal review

Construction of test form a and b

Internal review of test form

External review of test

Field trial of test

Internal review

Final form of test

Using test in classroom

Finding validity and reliability of test

Construction of Criterion-referenced Tests
Keeping in view the basic idea of CRT, the following steps can be suggested.
a. Identification of subject area: The first step in the development of criterion referenced tests is the
decision about the subject matter area to be worked out. For example, one may take up Anatomy and
Physiology Microbiology, English and Medical-Surgical Nursing, etc. Depending upon the need of
the area and the resources one can utilize for one or more subject areas.
b. Selection of unit topic: After the decision taken about the area, the next step is to select the unit on
which the test modules/sections/domains which comprise the total unit. Depending upon the need,
one or more than one section or chunks of content may be taken up for test construction.
c. Delineation and description of domain of testing: Since domain refers to a particular segment of
the content, one may examine the topic and delineate it into various segments which can be
developed into well-defined separate sub domains. Each subdomain can then be analyzed in terms of
facts, concepts, principles, processes, etc. That may be arranged in order of their increasing
complexity. Description of subdomain is very important as it provides the basis for item writing; it
should reflect clearly the nature and scope of the content specification in sequential, hierarchical or
development order.
d. Specification of domain objective: Having decided about content elements of a domain selected,
the next task is to formulate the instructional objectives on expected learning outcomes which may
be categorized in terms of knowledge, understanding, application, skills, attitudes, etc. These
objectives should be stated so precisely that the performance of students is clearly interpretable in
terms of adequacies or inadequacies of intended learning outcomes.
e. External review of steps (c) and (d): The tasks identified in steps (c) and (d) should be reviewed by
those who are not involved in identifying the domain and its descriptions in terms of content
elements and the specific objectives. However, a teacher who teaches that particular subject may also
be involved in this task so that he/she may be able to clarify doubts, if any raised by the external
reviewers. The main purpose of this review is to sharpen domain description and the specific
objectives in order to make them more realistic and functional. For this, sample items accompanying
the specific objectives are checked for their congruence with each objective and content elements.
f. Internal review: After step (e) the internal reviewer, i.e. the constructor himself/herself will
examine all specific objectives along with one or more sample items which accompany each specific
objective. The focus of this review is on sharpening-the specific objectives further, if necessary.
g. Construction of test form A and B: It is desirable to develop two forms of the test, A and B so that
one of the two could be used after post instructional remedial measures. Moreover, it would be easier
to compute reliability on the two forms. A copy of the key or the correct answers should accompany
the test and may be retained by the developer. As far as the construction of items is concerned, these
items are to be developed in accordance with the domain description. This is, however, not always
possible or practical, especially in teacher made tests. Therefore, in teacher made tests only one test
form will do.
h. Internal review of step (g): An internal review by the teacher is essential after the test/s are ready,
i.e. after step (g). The purpose of this review is to see whether all questions in the tests are congruent
with the specific objectives, besides, having a cursory check for any glaring deficiencies in the test,
e.g. placement of key, arrangement of items, sufficiency of instructions, etc. It is at this stage that
items can be further improved and the congruence of items with the specific objective is ensured.
i. External review of the test/s: Prior to the field trial the test may be re-examined by the practicing
teachers. The main purpose is to detect content flaws, if any, and check for congruence of items with
the domain description. This should be done preferably by those very people who do external review
for steps (c) and (d) as mentioned under step (e).
 j. Field trial of the test: At this stage other test/s may be tried out on a limited number of students, say
5-10, to get a fix on the element in the instruction which might be proved drastically wrong. It is
better that the subject teachers other than those involved in the development of the test, administer
these tests. However, one team member of the developers may accompany them in order to meet
queries, if any, relating to the content of procedure that might arise during try-out of the test. This is
possible only if the member who is conversant with the development of the test is associated in the
field try-out.
k. Internal review: After step (1), internal review would provide a last look at the test which would
depend on the changes, if any, that have been made as a result of the review or the field try-out. The
purpose of this review is to certify the final format of the test and pass it for print or use.
l. Final form of the tests: Now the final form of the test/s is ready for use and may be administered
after having it published depending upon the size of the group to which this test is to be given. A
sign-off sheet may be used to accompany the various tests as they move from step (a) to (i). Each test
may be kept in a folder to which the signed sheet may be attached. This enables the developer to kee
track of the given test. To monitor the progress of the test as it goes through the various stages of
development, master progress sheet can be used.
m. Using the test in a classroom: Test copies can now be used in the classroom. The test can be
administered to test the domains which are covered by the test. The domains being tested can be
arranged according to the needs of the teacher and administered accordingly. Students' responses
may be recorded and tabulated in accordance with the scheme of analysis which has to be mostly
terms of specified domain objectives
n. Finding validity and reliability of the test: Since data are now available on the test, we may find
out the reliability and validity of the test using various techniques.

Norm-referenced Evaluation
A norm-referenced evaluation is one based on an average of a specified group of other people, called a peer
group a cohort, or a norm group. Such groups may range from the other students in the classroom to an age
group or given ethnic group.
In norm-referenced evaluation, the student's performance is compared with that of other students, indicating
that the performance is better than, worse than equivalent to that of others in the comparison group that the
student has more or less knowledge, skill, or ability than the other students. The scores of the group form a
basis for comparing each individual with the others.
In norm-referenced evaluation, there will always be a individual who has achieved at the highest level, as
well as one who has achieved at the lowest level. A test that yields this kind of information is called a norm-
referenced test (NRT). It permits evaluators to compare achievement of students in several ways.
Students in the same group can be compared and ranked. Students can be compared with students in another
group or class section or with national group norms, as in the case of licensing examinations or nursing
specialty certification examinations.
An advantage of norm-referenced interpretation is the ability to make comparisons within groups or with
external groups and to use the data for predictive purposes, such as admission criteria.
A disadvantage of norm-referenced interpretation is the focus on comparison, which may foster a sense of
competitiveness among students.

Debate
The widespread use of high-stakes standardized tests in the United States has made criterion-referenced tests
an object of criticism and debate. While many educators believe that criterion-referenced tests are a fair and
useful way to evaluate student, teacher, and school performance, others argue that the overuse, and potential
misuse, of the tests could have negative consequences that outweigh their benefits.
 The following are a few representative arguments typically made by proponents of criterion-
referenced testing:
 The tests are better suited to measuring learning progress than norm-referenced exams, and they give
educators information they can use to improve teaching and school performance.
 The tests are fairer to students than norm-referenced tests because they don’t compare the relative
performance of students; they evaluate achievement against a common and consistently applied set
of criteria.
 The tests apply the same learning standards to all students, which can hold underprivileged or
disadvantaged students to the same high expectations as other students. Historically, students of
color, students who are not proficient in English, students from low-income households, and students
with physical or learning disabilities have suffered from lower academic achievement, and many
educators contend that this pattern of under performance results, at least in part, from lower
academic expectations. Raising academic expectations for these student groups, and making sure
they reach those expectations, is believed to promote greater equity in education.
 The tests can be constructed with open-ended questions and tasks that require students to use higher-
level cognitive skills such as critical thinking, problem solving, reasoning, analysis, or
interpretation. Multiple-choice and true-false questions promote memorization and factual recall, but
they do not ask students to apply what they have learned to solve a challenging problem or write
insightfully about a complex issue.
The following are representative arguments typically made by critics of criterion-referenced testing:
 The tests are only as accurate or fair as the learning standards upon which they are based. If the
standards are vaguely worded, or if they are either too difficult or too easy for the students being
evaluated, the associated test results will reflect the flawed standards. A test administered in eleventh
grade that reflects a level of knowledge and skill students should have acquired in eighth grade
would be one general example. Alternatively, tests may not be appropriately “aligned”with learning
standards, so that even if the standards are clearly written, age appropriate, and focused on the right
knowledge and skills, the test might not designed well enough to achievement of the standards.
 The process of determining proficiency levels and passing scores on criterion-referenced tests can be
highly subjective or misleading —and the potential consequences can be significant, particularly if
the tests are used to make high-stakes decisions about students, teachers, and schools. Because
reported “proficiency” rises and falls in direct relation to the standards or cut-off scores used to make
a proficiency determination, it’s possible to manipulate the perception and interpretation of test
results by elevating or lowering either standards and passing scores. And when educators are
evaluated based on test scores, their job security may rest on potentially misleading or flawed results.
Even the reputations of national education systems can be negatively affected when a large
percentage of students fail to achieve “proficiency” on international assessments.
 The subjective nature of proficiency levels allows the tests to be exploited for political purposes to
make it appear that schools are either doing better or worse than they actually are. For example,
some states have been accused of lowering proficiency standards of standardized tests to increase the
number of students achieving “proficiency,” and thereby avoid the consequences—negative press,
public criticism, large numbers of students being held back or denied diplomas (in states that base
graduation eligibility on test scores) that may result from large numbers of students failing to achieve
expected or required proficiency levels.
 If the tests primarily utilize multiple-choice questions—which, in the case of standardized testing,
makes scoring faster and less expensive because it can be done by computers rather than human
scorers—They will promote rote memorization and factual recall in schools, rather than the higher-
order thinking skills students will need in college, careers, and adult life. For example, the overuse or
misuse of standardized testing can encourage a phenomenon known as “teaching to the test,” which
 means that teachers focus too much on test preparation and the academic content that will be
evaluated by standardized tests, typically at the expense of other important topics and skills.

CONCLUSION
Criterion-referenced evaluation involves comparing the student's performance to predetermined criteria, not
to the performance of other students in the group. Criterion-referenced interpretation is typically used in
competence-based learning models in which the goal is to assist the learner to achieve competence in or
mastery of specified learning outcomes. In this type of evaluation, the criteria are known in advance and
used as the basis for evaluation. It reflects the degree of criteria attainment; hence, help all students to
achieve competence. A test that yields this kind of information is called a criterion- be referenced test (CRT)
because the information it conveys refers to a comparison with a criterion or an absolute standard.
A Criterion referenced assessment as "one that is deliberately constructed so as to yield measurements that
are directly interpretable in terms of specified performance standards" (Glaser and Nitko, 1971).
Criterion-referenced assessment makes judgements about performance, rather than on people. It assessed the
extent to which a student has achieved the intended learning objectives and performance outcomes of a
subject. Thus, student performance is compared to a previously specified standard of achievement
(criteria)and not relative to other students. Under this type of assessment, teachers and students can see
where students are succeeding and where they are not. The criteria are usually set before teaching has
taken place. It may be necessary to adjust if set inappropriately high or low before reporting final grades
In planning a criterion-referenced assessment, evaluator define levels of competence, criteria for having
passed failed, and cut-off points for mastery levels of the skills he trying to measure.
The advantages of criterion-referenced evaluation include the following: emphasis on mastery and the
potential for all learners to achieve increased learner motivation sharing and collaboration among students,
and ability to give clear progress reports to learners.
Disadvantage of criterion-referenced evaluation include the inability to compare students with each other or
with other groups.