Norms Referenced and Criteria Referenced Evaluation
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This document discusses criterion-referenced and norm-referenced evaluation. Criterion-referenced evaluation measures student performance against predetermined learning standards to determine if learning objectives are met, while norm-referenced evaluation compares student performance to others in their grade to determine their achievement relative to peers. Key differences are that criterion-referenced tests focus on specific skills and knowledge, while norm-referenced tests measure broader abilities and rank students.
Norms Referenced and Criteria Referenced Evaluation
- 1. Criterion and Norm Referenced Evaluation Suresh Babu G Assistant Professor CTE CPAS Paippad, Kottayam Set Criteria Set Norms
- 2. Criterion Referenced Evaluation Criterion-referenced evaluation are designed to measure student performance against a fixed set of predetermined criteria or learning standards—i.e., concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education.(fail or pass only)
- 3. Definition of Criterion Referenced Test Ivon (1970) defines a Criterion Referenced test “One consisting of items keyed to a set of behaviour objectives” Gronlund (1985), Criterion Referenced test is “a test designed to provide a measure of performance that is interpretable in terms of a clearly defined and delimited domain of learning tasks”
- 4. Characteristics of Criterion Referenced Test Its main objective is to measure student’s achievement of curriculum based skills. It is balanced representation of goals and objectives. It is used to evaluate the curriculum plan instruction progress and group students interaction. It can be administrated before and after instruction. It is generally reported in the form of minimum scores, number of correct items, percent of correct items and derived score based on correct items and other factors
- 5. Uses of Criterion Referenced Test To discover the inadequacies in learners learning and assist the weaker section. To identify the master learners. Find out the level of attainment of objectives. To find out the level at which a particular concept has been learnt. To better placement of concepts at different grade levels.
- 6. Limitations of Criterion Referenced Test Chase (1974) lists the following limitations o Does not show how good or poor is the learners level of ability. o Influenced by a given teachers interest or biases. o Important for only a small fraction of important educational achievement.
- 7. Norms Referenced Evaluation • Norm-referenced evaluation is the traditional class-based assignment of numerals to the attribute being measured. It means that the measurement act relates to some norm, group or a typical performance. It is an attempt to interpret the test results in terms of the performance of a certain group (relative position in a group) • Examples of norm-referenced tests include the SAT, IQ tests, and tests that are graded on a curve.
- 8. Definition of Norms Referenced Evaluation • Gronlund (1976) stared that Norm-referenced tests are “designed to rank students in order to achievement, from high to low, so that decisions based on relative achievements (eg, selection, grouping, grading) can be made with greater confidence” • Bormuth it is designed “ to measure the growth in a student’s attainment and to compare his level of attainment with the levels reached by other students and norm group”
- 9. Characteristics of Norms Referenced Test Its basic purpose is to measure students achievement in curriculum based skills. It is prepared for a particular grade level. It is administrated after instruction. It is used for forming homogeneous or heterogeneous class groups. It classifies achievement as above average, average or below average for a given grade. Reported in the form of Percentile rank , linear standard score.
- 10. Stages in the process of Designing Stage Developing stage Conducting field test Developing test norms Writing test manual
- 11. Uses of Norms Referenced Evaluation It is useful in making aptitude testing To get reliable rank ordering of pupils. To identify the pupils who have mastered. Select best of the application for a particular programme For effective comparison of other possible programme
- 12. Limitations of Norms Referenced Evaluation There is lack of congruence between what the test measures. Test items that are answered correctly by most of the pupils are not included. Promotes unhealthy competition.
- 13. Difference between Criterion and Norm-Referenced Tests Dimension Criterion-Referenced Tests Norm-Referenced Tests Purpose To determine whether each student has achieved specific skills or concepts. To rank each student with respect to the achievement of others in broad areas of knowledge. Type of measurement Measures specific skills Measures broad skill Test Structure Each skill is tested by at least four items in order to obtain an adequate sample of student performance and to minimize the effect of guessing. Each skill is usually tested by less than four items. Items vary in difficulty. Items are selected that discriminate between high and low achievers. Score Interpretation Each individual is compared with a preset standard for acceptable achievement. Relative, Each individual is compared with other examinees and assigned a score Distribution of Scores To measure specific objectives-based language points To measure general language abilities or proficiencies Knowledge of Questions Students know exactly what content to expect in test items. Students have little or idea of what content to expect in test items. Teachers “Teach to test”