Normative reference
This page is a merge between Norm-referenced assessment and Norm-referenced test. The content should be edited and updated.
From norm-referenced assessment
Norm referenced assessment is testing that compares students to their peers (within the classroom, school, district, or country) instead of comparing students with a set criteria; Opposite of criterion referenced assessment.
Many entrance exams and nationally used school tests are norm referenced to a certain degree, the SAT, GRE, WISC (IQ), and IOWA tests all compare a student's performance to the performance of the Normative sample, which is the group of students the test was developed on. You cannot "fail" a norm referenced test, you receive a score that compares you to others that have taken the test, usually given by a percentile.
Most state achievement tests are criterion referenced. In other words, a predetermined level of acceptable performance is developed and students pass or fail in achieving or not achieving this level.
Example:
If I set a goal for a student based on the average student's performance in the class, I would be using norm referenced assessment. If I set the goal based on a set standard (i.e. you must get at least 80 words correct), I would be using criterion referenced assessment.
From norm-referenced test
A test is said to be norm-referenced when the translated score tells where the person stands in some population of persons who have taken the test. By contrast, a test is criterion-referenced when provision is made for translating the test score into a statement about the behavior to be expected of a person with that score. The same test can be used in both ways. [1] Robert Glaser originally coined both terms. [2]
Notes and references
- ^ Cronbach, L. J. (1970). Essentials of psychological testing (3rd ed.). New York: Harper & Row.
- ^ Glaser, R. (1963). Instructional technology and the measurement of learning outcomes. American Psychologist, 18, 510-522.