Criterion Referenced Tests and the Norm Referenced Tests.
The purposes of this article are 1) to compare the similarities and differences between norm-referenced and criterion-referenced tests and 2) to summarize how each should be used in the assessment of developmental performance in children. Specific developmental assessments, the populations they address, and the information they provide are described briefly. The need for additional criterion.
Criterion-referenced tests are designed to find out whether a child has a set of skills, rather than how a child compares to other children of the same age (normed tests.) The test designers analyze the component parts of specific academic skills, such as number understanding, and then write test items that will measure whether the child has all the component parts of the skill.
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In this lesson, we'll look at two major types of tests that are scored differently from each other: norm-referenced and criterion-referenced tests. Measurement Ricki is an educational psychologist.
CRITERION-REFERENCED TEST CONSTRUCTION A criterion-referenced test, as compared to a classical test, should contain an especially high degree of content-validity. This is the case when the universe of items, representing a subject-matter is known, and the test item is randomly chosen from this universe. The main problem in creating a high content-validity lies in the construction resp.
Although no testing is flawless and some degree of subjectivity is inevitable norm-referenced and criterion-referenced tests give us different types of information regarding the performance of students in the classroom and outside. Both tests inform us how well students are performing. This paper attempts to clear the dust from these two concepts -norm-referenced and criterion-referenced tests.
A framework, or classification scheme, is provided for displaying the spectrum of criterion-referenced tests. This framework illustrates that no single type of test can be identified as the absolute prototype criterion-referenced test. It is shown that over the past 115 years criterion-referenced testing has grown to be a many-faceted concept, its multitude of specific instances differing.