Assessment in Learning 1 A candidate scores 33 which might be
Recent Trends and Focus the highest among all candidates. Still
Prepared by:
Jezil Joy C. Apolinar
Instructor
Criterion-referenced Test (CRT) vs.
Norm-referenced Test (NRT)
At the end of this lesson, the students
will be able to:
• determine criterion-referenced
test and norm-referenced test;
and
• differentiate criterion-referenced
test and norm-referenced test.
CRITERION-REFERENCED TESTING
(CRT)
It is designed to measure a student’s
academic performance against some
standard or criteria.
This standard or criteria is
predetermined before students begin
the test.
School districts choose a standard such
as a percent of items answered correctly
as the criteria for the test. The student’s
score then shows the progress they
have made toward the agreed-upon
standard.
Example 1
When you take your temperature, the
accepted health standard is 37 degrees
Celsius. If your temperature is higher,
you are not meeting the standard for
health and are likely ill.
Example 2
Passing score of a 60-item exam: 35
the candidate is not attaining the
criterion.
Therefore, CRTs compare a student’s
knowledge and skills against a
predetermined standard, cut score, or
other criterion.
In criterion-referenced tests, the
performance of other students does
not affect a student’s score.
What are these tests used for in
schools?
1. Schools use criterion-referenced
tests to assess the specific
knowledge and skills students
have most likely learned in order
to assess how close a student
is to mastering a specific
standard.
2. We say “most likely” because
there is no absolutely perfect way
to measure things we cannot
directly see without some error.
Why CRTs are important?
We want to know what students
have already learned and what we can
do to help them achieve proficiency or
meet the desired learning standard. It
also allows teachers to structure
instruction and intervention for students
who need it.
NORM-REFERENCED TESTING
(NRT)
This refers to standardized tests
that are designed to compare and
rank test takers in relation to one
another.
It reports whether test takers
performed better or worse than a
hypothetical average students, 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.
Norm could be a student, a
class, a school or a district.
For example, a student with the
highest score in a test becomes the
norm for the rest of the class because
the score of other students are
compared with his/her score.
Its mainly used for grouping
purposes.
Example:
• SAT (Scholastic Aptitude Test)
• Tests that are graded on a curve.
Anytime a test offers a percentile
rank, it is a norm-referenced rest.