Criterion vs. Norm referenced or standardized testing

Testing and assessment module . Crmef SM

1. Trainer : Dr.Ayad Chraa Training year: 2024/2025 Trainees : Salma El Mohar M odule: Testing and Assessement Fatima Kherrouba CRMEF Souss -Massa

2. Criterion vs Norm Referenced or Standardized Testing By :Salma El Mohar Fatima Kherrouba Back Next

3. 00 Table of contents: Definition of Criterion and Norm-Referenced Testing 02 Criterian VS Norm Referenced Testing 03 Pros and Cons of Standardized Testing 04 Definition of Standardized Testing 01 Back Next

4. 00 Standardized tests are defined as "any form of test that requires all test takers to answer the same questions, or a selection of questions from a common bank of questions, in the same way, and that is scored in a 'standard' or consistent manner, which makes it possible to compare the relative performance of individual students or groups of students. Source:​policytoolbox.iiep.unesco.org Definitions: 01 Back Next

5. Back Next 00 Standardized tests are designed to measure specific knowledge and skills in a consistent way, allowing for comparisons across different individuals and groups. Source: APA Dictionary of Psychology (2025). 02

6. Criterion-referenced tests : Criterion-referenced tests are assessments designed to measure a student’s performance against a fixed set of predetermined criteria or learning standards, rather than comparing scores to those of other students. ➡Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices. Pearson Education. Back Next Norm-referenced tests : A norm-referenced test is designed to place test-takers along a mathematical continuum in rank order and to compare them with each other.” ➡Brown, H. D. (2004, p. 7)​ Definitions:

7. Criterion-Referenced Testing: Norm-Referenced Testing: 01 Purpose The goal is to see if students have met specific learning objectives. It tells you if a student has achieved a certain standard. The goal is to compare students to each other. It tells you where you stand in relation to others. 02 How Results are Interpreted Scores are interpreted based on a fixed standard or set of criteria. There’s no comparison to other students. Scores are interpreted based on how other students perform. You’re ranked in comparison to a group. 03 Focus Focuses on whether students have mastered specific skills or knowledge. Focuses on ranking students and measuring relative performance. 04 Use Used to see if students have met learning goals, and is often used in the classroom for things like quizzes or final exams. Used when the goal is to rank students or determine who is the best performer (like in college admissions or competitions). VS

8. Pros of standardized testing : Back Next 1. Objective and fair evaluation : Standardized tests provide a consistent and impartial way to measure student performance. Everyone takes the same test under the same conditions. Source: UNESCO IIEP Policy Toolbox 2. helps identify gaps in learning: These tests can highlight areas where students or schools are underperforming, helping educators make informed decisions. Source: Center for American Progress

9. Cons of standardized testing: 1. Promotes “Teaching to the test” : Teachers may focus mostly on test content, reducing creativity and deeper learning in classrooms Source: National Education Association (NEA) 2. Stress and Anxiety for Students: High-stakes testing can create significant pressure on students, affecting their mental health and performance Source: American Psychological Association (APA) Back Next

10. Quiz Next Back

11. 1. In the context of Moroccan education, the national examination at the end of middle or high school is considered standardized because: A. Teachers create unique exams for each student B. It follows a consistent format and timing across the country C. It is scored based on classroom behavior 2. What is one major reason standardized tests are used in educational systems? A. To allow schools to randomly assign grades B. To ensure students only study for tests C. To measure learning outcomes across different regions fairly 3. Why might standardized testing be considered unfair to some students? A. Because students take them at different times B. Because the questions may not reflect diverse learning styles or backgrounds C. Because they are written in multiple languages 4. Which of the following is NOT typically a feature of standardized testing? A. Use of identical test items for all test-takers B. Variability in content based on student interest C. Pre-established scoring systems

12. 1. What is the primary purpose of a criterion-referenced test? a ) To compare students to each other b) To measure students' performance against a fixed standard or learning goals c) To rank students based on their scores d) To determine who is the best performer in a group 2. How are the results of a norm-referenced test interpreted? a) Based on whether the student meets a fixed standard b) Based on how the student performs compared to other students c) Based on the student’s own performance alone d) Based on the student’s ability to memorize facts 3. Which of the following is an example of a norm-referenced test? a) A quiz that checks if students can use the past tense correctly b) A driving test c) An IQ test d) A final exam that measures if students understand the course objectives 4. What is the main focus of a criterion-referenced test? a) Ranking students based on their scores b) Determining if students have mastered specific skills or knowledge c) Comparing students' performance with others d) Selecting the best performers for a scholarship

13. References: UNESCO IIEP Policy Toolbox. (n.d.). Standardized testing . Retrieved from https://policytoolbox.iiep.unesco.org Center for American Progress. (2012). The Many Benefits of Standardized Testing . Retrieved from https://www.americanprogress.org National Education Association (NEA). (2017). The Case Against Standardized Testing . Retrieved from https://www.nea.org American Psychological Association (APA). (2015). The impact of stress on students . Retrieved from https://www.apa.org Popham, W. J. (2000). Modern Educational Measurement: Practical Guidelines for Educational Leaders (3rd ed.). Allyn & Bacon. Miller, M. D., Linn, R. L., & Gronlund, N. E. (2012). Measurement and Assessment in Teaching (11th ed.). Pearson Education. National Council on Measurement in Education (NCME). (n.d.). Assessment Types . Retrieved from https://www.ncme.org

14. Thank you Next Back