Professional Documents
Culture Documents
Criterian and Norm Referencing 5-Lecture
Criterian and Norm Referencing 5-Lecture
• Norm-referenced &
• criterion referenced tests
1
LECTURE’S OBJECTIVES
Identify the different formats of tests found
Distinguish different types of tests: norm-referenced
and criterion-referenced tests
2
NORM-REFERENCED
&
CRITERION REFERENCED
TESTS
3
NORM-REFERENCED TESTS
To rank each student with respect to the achievement of
others in broad areas of knowledge.
Normed using large groups of test takers. Compares one
taker to another. Measure achievement, predicts future
performance.
Each individual is compared with other examinees and
assigned a score--usually expressed as a percentile, a
grade or equivalent score.
Student achievement is reported for broad skill areas,
although some norm-referenced tests do report student
achievement in specific sub-areas.
4
NORM-REFERENCED TEST
5
CRITERION-REFERENCED TEST
6
CRITERION-REFERENCED TEST
To determine whether each student has achieved specific
skills or concepts.
To find out how much students know before instruction begins
and after it has finished.
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.
Each individual is compared with a preset standard for
acceptable achievement.
The performance of other examinees is irrelevant.
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.
7
NORM & CRITERION REFERENCED TESTS
The following is adapted from: Popham, J. W. (1975). Educational
evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
Dimension Criterion-Referenced Norm-Referenced
Tests Tests
Purpose To determine whether each To rank each student with
student has achieved specific respect to the
skills or concepts. achievement of others in
To find out how much broad areas of knowledge.
students know before To discriminate between high
instruction begins and after it and low achievers.
has finished.
8
NORM & CRITERION REFERENCED TESTS
9
NORM & CRITERION REFERENCED TESTS
11
COMPARING NORM &
CRITERION-REFERENCED TESTS
• Norm-referenced • Criterion-referenced
– General ability – Mastery
– Range of ability – Basic skills
– Large groups – Prerequisites
– Compares people to – Affective
people-comparison – Psychomotor
groups – Grouping for instruction
– Selecting top
candidates
12
COMMON CHARACTERISTICS
OF NRT & CRT
Advantages :
They easy for instructors to use
They work well in situations requiring rigid differentiation among
students
They are generally appropriate in large courses
Disadvantages :
An individual's grade is determined not only by his/her
achievements, but also by the achievements of others.
no indication of prerequisite knowledge for more advanced
material has been mastered
less appropriate for measuring affective and psychomotor
objectives
encourages competition and comparison scores
14
ADVANTAGES AND
DISADVANTAGES OF CRT
Advantages :
Students are not competing with each other
Students are thus more likely to actively help each other learn.
A student's grade is not influenced by the caliber of the class.
Disadvantages :
It is difficult to set a reasonable standard for students
Most experienced faculty set criteria based on their knowledge of
how students usually perform
Criterion-referenced systems often become fairly similar to norm-
referenced systems.
absolute standards difficult to set in some areas
standards tend to be arbitrary
not appropriate comparison when others are valuable 15
FORMATIVE
&
SUMMATIVE
TESTS
16
THE GARDEN ANALOGY
If we think of our children as plants …
17
FORMATIVE ASSESSMENT
Assessment for learning
Taken at varying intervals throughout a course to provide
information and feedback that will help improve
the quality of student learning
the quality of the course itself
The purpose is:
To promote further improvement of student learning during
the learning process
To involve students in the ongoing assessment of their own
achievement
Provides information on what an individual student needs
To practice
To have re-taught
To learn next
18
KEY ELEMENTS OF FORMATIVE ASSESSMENT
21
SUMMATIVE ASSESSMENT
Assessment of learning
Generally taken by students at the end of a unit
or semester to demonstrate the "sum" of what
they have or have not learned.
Summative assessment methods are the most
traditional way of evaluating student work.
"Good summative assessments--tests and other
graded evaluations--must be demonstrably
reliable, valid, and free of bias" (Angelo and
Cross, 1993).
22
POSSIBLE ASSESSMENT METHODS
Formative Assessment includes Summative Assessment
23
BALANCED CLASSROOM ASSESSMENT SYSTEM
25
COMPARISON OF ASSESSMENTS
A Fine Sieve
Formative assessment informs both teachers and
students about student understanding at a point when
timely adjustments can be made.
These adjustments help to ensure students achieve
targeted standards-based learning goals within a set
time frame.
A course sieve
Summative assessments happen too far down the
learning path to provide information at the classroom
level and to make instructional adjustments and
interventions during the learning process
26
OBJECTIVES
&
SUBJECTIVES
TESTS
27
OBJECTIVE AND SUBJECTIVE
ASSESSMENT
Objective assessment
is a form of questioning which has a single correct answer.
Subjective assessment
is a form of questioning which may have more than one
current answer (or more than one way of expressing the
correct answer).
28
OBJECTIVE TEST
Objective tests include multiple choice, true-false,
matching, and fill-in questions. They tend to focus more
on specific facts than on general ideas and concepts
Questions on a tests that only have one correct answer
Objective tests require far more careful preparation than
subjective tests
Objective examination can be part of formative
(diagnostic) and summative (final assessment) exams.
Most popular objective exam is Multiple Choice Questions
(MCQ).
(the method of scoring is the only factor that distinguishes an objective test from a
subjective test)
MCQ
Advantages of multiple choice question:
1. The ability to create a test item bank
2. Quick grading – can be easily computer scored
3. If written well, high reliability - only one possible
answer
4. Objective grading
5. Wide coverage of content
6. Can be used for mass testing
7. Precision in providing information regarding
specific skills and abilities.
8. Students are familiar with the item type –
directions are easy to understand.
MCQ
Weaknesses of multiple choice question:
1. Difficult and time consuming to construct
2. Low validity
3. Mainly tests recognition knowledge and recall of facts.
4. Guessing may have considerable effect
5. Cheating may be facilitated
6. Sometimes skills and areas are tested because they
are testable than important
7. Places a high degree of dependence on student’s
reading ability and teacher’s writing ability.
8. It may limit beneficial washback.
9. This technique strictly limits what can be tested.
SUBJECTIVE TEST
Subjective tests include essay, short-answer,
vocabulary, and take-home tests
Questions on a test that have more than one correct
answer.
Each examiner uses his own judgment in evaluating
performance and awarding marks.
SUBJECTIVE TEST
Strengths:
1. Easy to set
2. High validity
3. Can assess affective and interpretive aspects of language skills
4. allow a candidate to express originality of thought
5. allow the examiner to assess the candidate's quality of written
expression.
Weaknesses:
1. Marking is time consuming
2. Reliability is low
3. Inter-rater as well as intra-rater variability are probable.
4. Dependence on presentation.- good hand writing vs bad
handwriting
5. Question evasion - possible for the candidate to avoid questions
in areas of the curriculum in which they are weak.
OBJECTIVE VS. SUBJECTIVE TEST
Objective Subjective
short answer long answer
closed response open response
mostly recognition, emphasis on
limited production production
difficult to write well relatively easy to write
quick and easy to difficult to grade
grade time-consuming
reliable inter-rater reliability
workload “up front” not as reliable
workload post test
34
REFERENCES
Classroom Assessment: Basic Concepts. Formative vs.Summative
Assessments. Retrieved October 20, 2008 from http
://fcit.usf.edu/assessment/basic/basica.html
36