Nature of Interpretation: Norm referenced, Criterion referenced

ASSESSMENT FOR LEARNING
TOPIC : Nature of Interpretation: Norm referenced, Criterion referenced

1. - ADITYA ARYA B.SC.B.ED (CBZ) Nature of Interpretation: Norm referenced, Criterion referenced TOPIC : ASSESSMENT FOR LEARNING

2. NATURE OF INTERPRETATION : After getting information or data from the administration of a test or evaluation device, efforts are made to have its interpretation for deriving conclusions about the levels of one's achievements and performances in one or the other learning or work areas. The nature of the interpretation may differ from situation to situation. It may be criterion referenced in some situations or norm referenced in the other. Accordingly, the assessment based on some criteria may be termed as criterion-referenced assessment and the assessment based on the concept of norm may be referred to as norm-referenced assessment . Let us know more about these two types of assessment-criterion-referenced assessment and norm-referenced assessment.

3. Criterion-Referenced Assessment In the criterion-referenced assessment or testing the tools of evaluation, tests, techniques or measures are so constructed as to measure student learning according to a predetermined standard of achievement or performance. In other words, evaluation measure or a test based on reference to a criteria, i.e., specific teaching–Teaming objectives fixed in advance, may be referred to as a criterion-referenced evaluation It is conducted to provide results that can be directly interpreted in terms of the acceptable level of the performance, i.e., previously specified level of performance. In no case, it tries to compare a learner's performance with that of another or a group of learners as happens in the case of norm-referenced and summative evaluations.

4. Its primary and sole purpose is to determine whether a learner has or has not acquired mastery over the specific learning task regardless of the fact how other learners performed on the same task. In criterion-referenced tests or evaluation measures, thus a criterion (an accepted level of performance called mastery level) is fixed well before the beginning of the actual teaching—learning session. In the end or anywhere during the instructional period, an attempt is made to know the extent to which the predetermined level of performance in mastery level has been achieved by the individual learner. The result of such evaluation is interpreted in terms of the predetermined standard of absolute performance such as “ The learner understands 90 per cent of the technical terms and explains at least five conventional sources of energy.”

5. Norm - Referenced Assessment The norm-referenced evaluation or testing as the name suggests is based on reference to the norm (i.e., in accordance with the statistical curve for the results of all the learners who have undergone the same evaluation measure). It focuses on comparing the scores or performance of a learner with that of another learner. It is in fact, a competitive evaluation, which provides information relating to a student's performance in comparison with other fellow students regardless of the fact whether he has acquired or not acquired mastery or any specific level of performance over a teaming task.

6. The results of such evaluation are often used in declaring the first, fifth or fifteenth student in a particular class or assigning some grade level, or showing that his score or level of performance falls below or above in comparison to a regionally or nationally represented group's norm. The entrance test used for selection to some particular course or profession, or promotion to a higher post generally makes use of such evaluation based on reference to the norm only because of its distinctive characteristic of making valid discrimination between the performances of the competitive individuals

7. Distinction between Criterion - Referenced Assessment & Norm - Referenced Assessment Norm-referenced testing Criterion-referenced testing 1. Here, interpretation of a pupil's performance is based on his relative standing in some known group, i.e., class, school, state etc. (e.g., stood better than 80 percent of the students of his class). 1. Here, interpretation of a pupil's performance is based on a set standard or criterion of performance (e.g., solves 9 out of the 10 given addition problems without error). 2. It is quite helpful in comparing the individual pupil's performance with the performance of other pupils in his group or class. 2. It focuses on comparing the individual pupil's performance or achievement with the set standard or criterion of performance rather than trying to compare it with other's performance.

8. Norm-referenced testing Criterion-referenced testing It helps in discriminating students in relation to their relative standing in the group. 3. It helps in discrimination and describing the pupils' abilities and inabilities to attain the set standard or criterion of good performance. 4. Tests used at the end of instruction (summative evaluation) typically emphasise norm-referenced measurement. 4. Tests used during instruction (formative evaluation) typically favour criterion-referenced measurement. 5. Such type of testing or evaluation is mainly used in the survey type of research work, providing division and grades to the students and comparing the achievements of the sections, schools, districts and states in the country. 5. Such type of testing or evaluation is mainly used for motivating and helping the individual students to reach the mastery level or providing individualised instructions and remedial teaching.

9. Norm-referenced testing Criterion-referenced testing 6. Here, intended outcomes are seldom specified in terms of expected performance prior to test construction. 6. Here, it is quite essential to specify clearly the expected level of performance, i.e., the desired level of behavioural changes prior to the construction of the test. 7. Norm-referenced testing is responsible for unhealthy competitions and rivalries and, therefore leads to many evils and injuries to low scoring students. 7. Criterion - referenced testing helps and inspires a pupil, to compete with none other than one's self. He has a criterion and mastery level before him for improving his progress on the learning path. 8. Norm-referenced testing represents the age old classical system of appraisal and measurement with an eye to classify and describe the performance of an individual by comparing it with others in the group. Criterion-referenced testing represents the new trend in the process of appraisal and measurement involving individualization of instruction, sequencing of learning, the development of programmed material and the concept of mastery learning.

10. References : THEORETICAL CONTENT FROM THE BOOK : Assessment For Learning  by  Dr. S.K. Mangal  (Author),  Dr. Shubhra Mangal  (Author) IMAGES ARE TAKEN FROM : www.google.com