Norm Referenced and Criterion Referenced

Describes student’s performance or progress in relation to others of the same peer group, age Or ability.
▪ Assessment to determine how a person performed in comparison with that of a group.
criterion referenced
Compares An Individual's Performance To The Acceptable Standard Of Performance
For Those Tasks.
▪ Designed To Measure Student Performance Against A Fix Set Of Predetermined Criteria
For A Specific Grade Level.

1. With respect to Parameters of Comparison NORM-REFERENCED & CRITERION-REFERENCED ASSESSMENT HADEEQA WALEED EDUCATIONIST

2. NORM-REFERENCED ASSESSMENT Compares student’s performance against others students ▪ Measure global language abilities. CRITERION-REFERENCED ASSESSMENT Measures A Student’s Performance Against A Goal, Specific Objective, Or Standard. ▪ Measure Specific Instructional Objectives. ▪ Compares Students’ Performance To A Specific Criterion

3. Norm-referenced Assessment Compares a student’s performance against other students (a national group or other “norm”). Student performance is assessed relative to the other students. ▪ Describes student’s performance or progress in relation to others of the same peer group, age Or ability. ▪ Assessment to determine how a person performed in comparison with that of a group. ▪ It is used to describe students performance according to relative position in some known Group. ▪ Standardized test that compares and ranks test takers from low to high achievers

4. May involve ranking or scaling a pupil to help with streaming classes ▪ May look at cross-school achievements to compare achievement in particular groups, subjects and years wit local and national levels of attainment ▪ Compare an individual's performance to the performance of other people/Group. (Accomplished statistically by “norming” the test with large numbers of people.) ▪ Require varying item difficulties. ▪ Assume not everybody is going to “GET IT”, Discriminate those who “GOT IT” from those who didn’t.

5. Used for ... ▪College placement ▪Competition comparisons ▪Comparing apples & oranges (countries, states, school districts) Examples: Usually multiple choice ❑ Khalid’s score in the periodical exams is below the mean ❑ Sameer ranked 5th in the unit test in Physics ❑ Ahmad’s percentile rank in the Math achievement test is 88.

6. NORM-REFERENCED ASSESSMENT Advantages Compares students' performances against similar groups across the nation ▪ Proven track record of reliability and dependable rank order from highest to lowest ▪ Broad coverage of academic standards ▪ Easy to administer ▪ Shows student performance relative to group. ▪ Ensures a “spread” between top and bottom of the class for clear grade setting

7. Top and bottom performances can sometimes be very close. Dispenses with absolute criteria for performance. Results are limited e to a classroom teacher Opportunity to learn may not exist Expensive and time consuming Scoring could be flawed NORM REFERENCED ASSESSMENT Disadvantages

8. Criterion-Referenced ASSESSMENT Measures A Student’s Performance Against A Goal, Specific Objective, Or Standard. ▪ Student Performance Is Assessed Against A Set Of Predetermined Standards. ▪ Compares An Individual's Performance To The Acceptable Standard Of Performance For Those Tasks. ▪ Designed To Measure Student Performance Against A Fix Set Of Predetermined Criteria For A Specific Grade Level. ▪ Helps The Teacher That The Student Has Learned Specific Information ▪ Used To Confirm Full Understanding. ▪ Is Used When The Teacher Wants To Determine How Well The Students Have Learned Specific Knowledge Or Skills In A Certain Course Or Subject Matter.

9. Used In The Assessment Of Vocational And Academic Qualifications ▪ Results Are Given On A PASS/FAIL, COMPETENT/NOT Basis. ▪ Results In Yes-no Decisions About Competence. ▪ Results Are Conclusive And Usually Open To Review ▪ Concerned With National Examination And Other Assessment Bodies ▪ Requires Completely Specified Objectives. Asks: Can This Person Do That Which Has Been Specified In The Objectives? ▪ Reported As A Grade Or Percentage ▪ Based On A Predetermined Set Of Criteria. For Instance: 90% And Up=a; 80% To 89.99%=B; 70% To 79.99%=C; 60% To 69.99%=D; Below 60% = F

10. ▪ Examples: (End of unit test; Quizzes; vocabulary test; summer reading test; home work) ▪Aziz can construct a pie graph with 75% accuracy ▪Fareed scored 7 out of 10 in the spelling test ▪Usman can encode an article with no more than 5 errors in spelling

11. Criterion-Referenced ASSESSMENT Applications/Used for ......... ▪ Measuring Performance & Assigning Grades(certification Of Skills) Diagnostic Purposes: Individual Skill Deficiencies Motivation Influencing Study Habits Improving Classroom Effectiveness (Evaluation And Revision Of Instruction)

12. Criterion-referenced ASSESSMENT Strengths Measures Student Performance Against A Specific Curriculum Standard Sets Minimum Performance Expectations. Demonstrate What Students Can And Cannot Do In Relation To Important Content-area Standards. ▪ Pre- And Post Assessment To Inform Instruction ▪ Identifies The Strengths And Weaknesses To A Specific Curriculum Easy To Administer

13. Criterion-referenced ASSESSMENT Weaknesses ▪ Some times it’s hard to know just where to set boundary conditions. Lack of comparison data with other students and/or schools . Tend to focus on specific skills Local standards are what students need to know Results may not reflect general aptitudes Expensive Everyone may get an “A”