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8.2: Norm-Referenced and Criterion-Referenced Assessment Tools

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    272925
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    Standardized assessments are categorized as either norm-referenced or criterion-referenced, depending on their purpose and comparison methods.

    Norm-referenced Assessments

    Norm-referenced assessments compare a student's performance to that of a larger group, sometimes referred to as the "norming" or "norm" group. Their purpose is to identify a student's position relative to others, which can inform decisions about placements, selections, and identifying areas of need. Standardized tests like the SAT, ACT, and most IQ tests are norm-referenced, as they compare individual performance to a national sample of peers. Early childhood diagnostic assessment tools such as the Developmental Assessment of Young Children (DAYC) and the Battelle Developmental Inventory (BDI), as well as some screening tools including the Developmental Indicators for the Assessment of Learning (DIAL) are all examples of norm-referenced assessment tools.

    Scores derived from norm-referenced assessment tools are typically reported as percentiles/percentile ranks, standard scores, or grade- or age-equivalent scores.

    Common terms related to norm-referenced assessments, include:

    • Raw Score: The basic number of correct answers before being converted into a comparative score based on the norm group.
    • Percentile Ranks: Indicate the percentage of students in the norming group who scored below a particular score. For example, a student in the 85th percentile scored better than 85% of peers.
    • Standard Scores: . Represent the age or grade level and month of the typical (median) score for students. For instance, a grade-equivalent score of 7.5 suggests the student's performance is comparable to the median performance of a seventh-grader in the fifth month of the school year.

    Criterion-referenced Assessments

    While norm-referenced assessment compare student's performance to other students, criterion-referenced assessments measure a student's performance against a fixed set of pre-determined criteria or learning standards. The purpose of criterion-referenced assessments is to determine whether each student has achieved specific skills or concepts. Criterion-referenced assessments are often used to identify mastery of content and inform instruction and the scores that result from such assessments are usually reported as percentages, proficiency levels, or pass/fail designations based on a cut score. State achievement tests that assess whether students have met grade-level standards, end-of-unit exams in classrooms, and driving tests are criterion-referenced, as they evaluate whether specific criteria have been met. Early childhood screening assessment tools such as the Ages and Stages Questionnaires (ASQ), are criterion-referenced, as is the early childhood education content test from Illinois Licensure Testing System (ILTS) that teacher candidates must pass to be eligible for teacher licensure.

    Some common terms associated with criterion-referenced assessments include:

    • Raw Scores: The number of questions answered correctly, often converted into a percentage.
    • Cut Score: The specific score on a test that determines whether a person has passed or failed
    • Proficiency Levels: Categories that describe a student's level of mastery, such as "basic," "proficient," or "advanced."

    A brief video summary of the differences between norm-referenced and criterion-referenced assessments can also be found HERE.


    This page titled 8.2: Norm-Referenced and Criterion-Referenced Assessment Tools is shared under a CC BY 4.0 license and was authored, remixed, and/or curated by .

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