BY

LORELIE VALDEZ GAMUTAN,PhD

 Why Do We Give Test?
 Diagnose student strengths and weaknesses.
 Monitor each student’s progress.
 Assign grades.
 Determine the teacher’s own instructional
effectiveness.
 Provide information to inform instructional and
curricular decisions.
 Help teachers clarify their instructional
intentions.
Testing & Measurement
 Types of Tests
 Criterion-Referenced Tests.

 Pre-tests

 Post-tests

 Norm-Referenced Tests.

Testing & Measurement

Differences between Norm-referenced
and Criterion-referenced test
Norm-referenced Criterion-referenced
Interpretation of Scores Interpretation of Scores

 designed to compare the  are built to identify the

performances of students to amount or percent of the
one another in relative terms material each examinee
knows or can do in absolute
terms.
Differences between Norm-referenced
and Criterion-referenced test
Norm-referenced Criterion-referenced
Purpose Purpose

 primarily designed to spread • are designed to assess the

examinees out on a amount of material that the
continuum of general examinees know or can do
abilities so examinees’ (usually expressed in
performances can be percentages).
compared to each other
( usually with standardized
scores),
Differences between Norm-referenced
and Criterion-referenced test
Norm-referenced
Levels of Specificity
 tend to measure very general
language abilities (for
proficiency or placement
purposes),
Criterion-referenced
Levels of Specificity
 usually focus on specific,
well-defined (and usually
objectives-based) language
knowledge or skills (for
diagnostic or achievement
purposes).
Differences between Norm-referenced
and Criterion-referenced test
Norm-referenced
Distribution of Scores
 scores are normally
distributed (indeed items are
selected to ensure this is the
case),
Criterion-referenced
Distribution of Scores
 scores ideally would produce
quite different distributions at
different times in the learning
process: with students scoring
very low in a positively skewed
distribution at the beginning of
a course on a diagnostic CRT
(indicating that they needed to
learn the material) and students
scoring generally high in a
negatively skewed distribution
at the end of the course on an
achievement
Differences between Norm-referenced
and Criterion-referenced test
Norm-referenced
Structure of the Test
 tend to have many items with
a few long subtests (e.g.,
listening, grammar, reading,
etc.) each of which has
diverse item content
Criterion-referenced
Structure of the test
 typically built around
numerous, short subtests that
contain well-defined and
similar items in each.
Differences between Norm-referenced
and Criterion-referenced test
Norm-referenced
 What we want the students to
know in advance of the test
 security is usually an
important issue because we
do not want examinees to
know the content of the test
items,
Criterion-referenced
 What we want the students to
know in advance of the test
 we teach the content of the
course and want the students to
study that content, so we tell
them what to study, and we test
that content. If they know the
content, they should succeed.
Sample TOS
 Why Table of Specifications
 A Table of Specifications allows the teacher to
construct a test which focuses on the key areas
and weights of different areas based on their
importance.

 A Table of Specifications provides the teacher

with evidence that a test has content validity,
that it covers what should be covered.
The mediocre teacher tells. The good teacher
explains. The superior teacher
demonstrates. The great teacher inspires.
-William A. Ward