NORM-REFERENCED TEST

AND
CRITERION-REFERENCED
TEST
NORM-REFERENCED TEST
AND
CRITERION-REFERENCED
TEST
NORM-REFERENCED
TEST
Norm-Referenced Tests

 refers to standardized tests that are designed

to compare and rank test takers in relation to one
another.
 Norm-referenced scores are generally reported
as a percentage or percentile ranking.
Examples of Norm-Referenced Tests
 College Entrance Exams
Compares all applicants scores and those who excels among that
took the exam will be accepted. Some universities in the Philippines only
take those who got scores 75th percentile.
 Intelligence Quotient (IQ) Test
The average score is at 100, and your intelligence will be interpreted if
you got below or above that average.
 Licensure Examination for Teachers (LET)
 CRITERION-
REFERENCED TEST
Criterion-Referenced Tests
 refers to assessments designed to measure student
performance against a fixed set of predetermined
criteria.

 Scores from these tests used to evaluate whether

students have learned a specific body of knowledge or
acquired a specific skill set.
Examples of Criterion-Referenced Tests
 Driving Tests
The goal of this test is to see if the applicant is skilled
enough to handle a vehicle.
 Citizenship Tests
These test only need to know if the examinee is familiar
with the country’s history and government
 TESDA National Certificates (NC)/ Certificate of
competency (COC)
 COMPARISON OF
NORM-REFERENCED TEST
AND
CRITERION-REFERENCED
TEST
 DIMENSION NORM-REFERENCED TEST CRITERION-REFERENCED
TEST
Type of Interpretation (RELATIVE) Student’s performance is (ABSOLUTE) Student’s performance is
compared to those of other students in compared to the percentage of material
percentile terms. learned.

Type of Measurement Measures general language abilities of Measures specific objective-based

proficiency. language points.

Distribution of Scores Normal distribution of scores around the Varies often normal
mean.

Test Structure A few long subtests with a variety of item A series of short, well-defined subtests
contents. with similar item contents.

Knowledge of Questions Students have NO idea about the content Students know exactly what content to
in test items. expect in test items.
 PURPOSE OF
NORM-REFERENCED TEST
AND
CRITERION-REFERENCED
TEST
 NORM-REFERENCED TEST CRITERION-REFERENCED
TEST

Designed to highlight achievement To assess the amount of material learned

differences between and among students by each student

To classify students that needs remedial

programs To see how well students have learned
the skills and knowledge which they are
expected to have mastered
CONCLUSION

Norm-referenced test means it compares

students’ performance to others. Criterion-referenced
test means it compares students’ performance to a
specific criterion or objectives/standard.
MEASURES OF
CENTRAL
TENDENCY
 MEASURES OF CENTRAL
TENDENCY
Measures of central tendency describe how the data
cluster together around a central point. It is useful for
making comparisons between groups of individuals or
between sets of figures. It reduces a large number of
measurements to a single figure, and thus makes
comparisons easy.
 MEASURES OF CENTRAL
TENDENCY
The problem is that no single measure will always
produce a typical, representative value in every situation.
Therefore, we use different ways to measure central tendency.
There are three common measures of central tendency:
1. The Mean or Average or Arithmetic Mean,
2. The median and ,
3. The mode.
 MEAN
MEDIAN
MODE
MEAN
Mean indicates the average value of the group. The
Mean in each group or condition is calculated by adding up
all the scores in a given condition, and then dividing by the
number of participants in that condition.
MEDIAN

The Median is the middle item when the data is

listed in order. It is the point below which remain
50% of ‘N’ and above which remain the other 50% of
N.
MODE

The mode is the measure of central tendency that

identifies the category or score that occurs the most
frequently within the distribution of data. In other words, it
is the most common score or the score that appears the
highest number of times in a distribution.
 MEASURES OF
CENTRAL
TENDENCY FOR
UNGROUPED DATA
MEAN (ungrouped)
The mean is the most commonly used measure of
central tendency. When we speak of average, we always
refer to the mean.

𝑥=
Example 1:
Ten students got the following grade in Science 6: 83, 70,
95, 90, 88, 96, 90 ,90, 75 and 85. Find the mean.
Grades: 83 70 95 90 88 96 90 90 75 85
N: N = 10
𝑥= = 83 + 70 + 95 + 90 + 88 + 96 + 90 + 90 + 75 + 85
10
= 8 62
10

𝑥 = 86.2
Example 2:
The ages of five contestants in Statistics Quiz Bee are the
following: 18, 17, 18, 19 and 18.
Grades: 18 17 18 19 18
N: N = 5
𝑥= = 18 + 17 + 18 + 19 + 18
5
= 90
5

𝑥 = 18
 MEDIAN (ungrouped)
The median is the midpoint of the data array. Before finding this value,
the data must be arranged in order, from least to greatest or vice versa. The
median will either be a specific value or will fall between two values.
Example 1:
There are nine students in a classroom with ages 18, 19, 21,
21, 18, 20, 17, 22 and 23. Determine the median.
Arrange the data in ascending or descending order:
17 18 18 19 20 21 21 22 23
= 20
Here we can tell that there are 4 students younger than 20 and
4 students older than 20.
Example 2:
Eight books were randomly selected and the numbers of pages were
recorded as follows: 415, 398, 402, 400, 420, 415, 407 and 425. Find their
median.
Arrange the data in ascending or descending order:
398 400 402 407 415 415 420 425
407 + 415
2
411
MODE (ungrouped)
It is the value that occurs most often in the data set. The
number/value/observation in a data set which appears the most
number of times.
Example 1:
Find the mode of the given data set: 15, 28, 25, 48, 22, 43, 39,
44, 43, 49, 34, 22, 33, 27, 25, 22 and 30.
Arrange the data in ascending or descending order:

15 22 22 22 25 25 27 28 30 33 34 39 43 43 44 48 49

In the given data, the number that appeared the most number of
times is 22. The data set is said to be unimodal.
Example 2:
The speed of ten stenographers in typing per minute are as
follows: 121 110 120 119 112 121 118 115 107 115.
Arrange the data in ascending or descending order:
107 110 112 115 115 118 119 120 121 121

Thus, the data set has two modes: 115 and 121. the data set
is said to be bimodal.
Example 3:

Find the mode of the given data: 2, 5, 8, 9, 11, 4, 7, 23.

There is no mode.
 MEASURES OF
CENTRAL
TENDENCY FOR
GROUPED DATA
FORMULA USED FOR GROUPED DATA
EXAMPLE: Scores Frequency
11 - 15 1
16 - 20 2
Compute the mean, 21 - 25 5
median and mode of 26 - 30 11
the scores of the 31 - 35 12
students in a basic 36 - 40 11
statistics test. 41 - 45 5
46 - 50 1
Table of Frequency Distribution
Scores Frequency Lower Boundaries Class Mark Commulative
() () () Frequency ()

11 - 15 1
16 - 20 2
21 - 25 5
26 - 30 11
31 - 35 12
36 - 40 11
41 - 45 5
46 - 50 1
N = 48
 Scores Frequency Lower Boundaries Class Mark Commulative
() () () Frequency ()

11 - 15 1
16 - 20 2
21 - 25 5
26 - 30 11
31 - 35 12
36 - 40 11
41 - 45 5
46 - 50 1
Subtract 0.5 to this column
N = 48
to find the Lower
Boundaries
()
 Scores Frequency Lower Boundaries Class Mark Commulative
() () () Frequency ()

11 - 15 1 10.5
16 - 20 2 15.5
21 - 25 5 20.5
26 - 30 11 25.5
31 - 35 12 30.5
36 - 40 11 35.5
41 - 45 5 40.5
46 - 50 1 45.5
N = 48
Add the two columns
and divide the result by
2 to find the Class
Mark ().
 Scores Frequency Lower Boundaries Class Mark Commulative
() () () Frequency ()

11 - 15 1 10.5 13
16 - 20 2 15.5 18
21 - 25 5 20.5 23
26 - 30 11 25.5 28
31 - 35 12 30.5 33
36 - 40 11 35.5 38
41 - 45 5 40.5 43
46 - 50 1 45.5 48
Multiply the Frequency and the
Class Mark to find the .
 Scores Frequency Lower Boundaries Class Mark Commulative
() () () Frequency ()

11 - 15 1 10.5 13 13 1
16 - 20 2 15.5 18 36 3
21 - 25 5 20.5 23 115 8
To find the Commulative
26 - 30 11 25.5 28 308
Frequency (), add each
19
31 - 35 12 30.5 frequency
33 from a396 31
frequency distribution
36 - 40 11 35.5 table 38
to the sum of 418
its 42
predecessors.
41 - 45 5 40.5 43 215 47
46 - 50 1 45.5 48 48 48
N = 48
 Scores Frequency Lower Boundaries Class Mark Commulative
() () () Frequency ()

11 - 15 1 10.5 13 13 1
16 - 20 2 15.5 18 36 3
21 - 25 5 20.5 23 115 8
26 - 30 11 25.5 28 308 19
31 - 35 12 30.5 33 396 31
36 - 40 11 35.5 38 418 42
41 - 45 5 40.5 43 215 47
46 - 50 1 45.5 48 48 48
N = 48
CONCLUSION
Measures of central tendency describe how the data
cluster together around a central point. It is useful for
making comparisons between groups of individuals or
between sets of figures. It reduces a large number of
measurements to a single figure, and thus makes
comparisons easy.