Nrt and crt

NORM-REFERENCED AND CRITERION- REFERENCED TESTS

1. Presented by : Aqsa babar MPhil(scholar) TOPIC: NORM-REFERENCED AND CRITERION- REFERENCED TESTS

2. Norm-Referenced Test (NRT) Norm-Referenced Test (NRT) indicates how a pupil’s performance compares to that of other pupils Criterion-Referenced Test (CRT) Criterion-Referenced Test (CRT) indicates how a pupil’s performance compares to an established standard or criterion thought to indicate mastery of a skill. NORM-REFERENCED AND CRITERION- REFERENCED TESTS

3. General Purpose of Testing To gather infor mation to Help us make better decisions about. Special I n f orm a t i on Desired Place or rank Compared to a norm. Level of proficiency Compared to a standard Or criterion of mastery Type Of Test Required Norm-referenced Criterion-referenced Relationship among the purpose of testing, information desired And the type of test required 4.1 Comparing

4. Difference between Norm and Criterion- Referenced Test

5. NRT and CRT and Linguistic, Cultural, and Contextual Sensitivity NRTs compares a students performance to a norm table based on nationally representative sample called a norm group or Normative sample of students in the same grade and of a similar age . CRTs do not utilize comparisons to norm groups to obtain scores, differences between a pupil’s background and that of the students in the norm group are not relevant. Use of CRTs with pupil’s from diverse backgrounds may be more appropriate—but only if a CRT is appropriate for the purpose of testing .

6. Norm and Criterion- Referenced Test and Validity Evidence >Teachers should have some objectives in mind when they teach. Short-term and Long-term objectives. Examples: Short-term -The learners will count numbers 1-10 . Long-term- The learners will master all phases of addition.

7. THREE-STAGE MODEL OF CLASSROOM MEASUREMENT Stage 2 Instructional activities Stage 1 Instructional objectives Stage 3 Test Content validity 1.Constructing instructional objectives. 2.Implementing instructional activities . 3.Testing to measure the attainment of the instructional activities.

8. Instructional activities tend to vary across educational institutions , and they range from flexible to rigid. T hese Instructional activities tend to be determined by instructional objectives which tend to be derived from educational goals and state academic standards which tend to reflect societal attitude and values . WHY OBJECTIVES? WHY NOT JUST WRITE TEST ITEMS?

9. FLOW OF GOALS TO OBJECTIVE

10. THE FUNNELING OF SOCIETAL WANTS INTO OBJECTIVES The wants and needs Of society Are shared with the superintendent Through the school board and Translated into educational goals by program coordinators translated into school, classroom, and student objectives by principals and teachers . Broad Aims and Preferences Specific Instructional Procedures And outcome

11. Behavioral Objective: (specific) it specifies an observable measureable behavior to be exhibited, the conditions under which it is to be exhibited, and the criterion for mastery. 2. Expressive Objective (general) - it specifies an educational activity but does not specify the particular outcome of the activity KINDS OF GOALS AND OBJECTIVES

12. Goals program objectives and instructional objectives Category description examples

13. How can instructional objectives make a teacher job easier ? Comments