Educational Assessment Methods

Norm-Referenced Interpretation

• Compares student performance to the performance of a larger group
• Assumes similar performance levels across different classrooms
• Examples:
  • Ranking 5th in a class of 40 students
  • Outperforming 90% of students on a letter-naming test

Criterion-Referenced Interpretation

• Describes student performance based on specific learning tasks or a clearly defined domain
• Aims to determine if students have mastered specific knowledge or skills
• Examples:
  • Multiplying binomial terms correctly
  • Adding two single-digit numbers correctly
  • Counting from 1 to 100
  • Spelling 85% of the words in a list
  • Performing at a proficient level

How Criterion-Referenced Interpretation is Used

• Describing Specific Learning Tasks: Identifies what a student can do (e.g., count from 1 to 100)
• Indicating Percentage of Tasks Performed Correctly: Measures accuracy in a task (e.g., spelling 85% of words)
• Comparing Performance to Standards: Determines if a student meets established performance standards (e.g., proficient level)

Importance of a Well-Defined Domain for CRI

• Content Domain Must Be Clearly Defined: The specific knowledge or skills being assessed must be clearly established
• Examples of Well-Defined Domains:
  • Identifying locations of revolts on a map of the Philippines
  • Naming elements on a periodic table
  • These examples allow for clear identification of what a student can and cannot do within the specific domain

Examples of Not Well-Defined Domains

• Score of 90: Does not indicate the specific knowledge or skills assessed
• Score of 70 on a physics exam: Does not specify the content covered in the exam
• Passing a chemistry test: Does not provide information about the specific skills mastered or the specific content covered

Norm-Referenced Interpretation

• Describes student performance based on their ranking within a specific group.
• Assumes similar performance levels across different classes.
• Examples:
  • Ranking 5th in a class of 40 students.
  • Surpassing 90% of students on a test.
  • Being the third highest performer in a class of 50 students.

Criterion-Referenced Interpretation

• Describes student performance based on a specific set of learning tasks with clearly defined domains.
• Used to assess students' knowledge and skills in a particular subject or domain.
• Examples:
  • Being able to multiply binomial terms correctly.
  • Being able to add two single-digit numbers correctly.

Forms of Criterion-Referenced Interpretation

• Describe the specific learning tasks a student can perform.
  • Example: A student can count from 1 to 100.
• Indicate the percentage of tasks performed correctly.
  • Example: A student can spell 85% of the words on a list.
• Compare performance to a set performance standard.
  • Example: A student meets the proficient level on an assessment.

Important Points about Criterion-Referenced Interpretation

• Student performance is compared to an established criterion.
• To be useful, the content domain assessed must be well-defined.
• Examples of well-defined domains:
  • Identifying the location of two revolts on a map of the Philippines.
  • Naming each element on the periodic table.
• These examples allow for clear understanding of what students can and cannot do within a specific domain.

Non-Examples of Well-Defined Domains

• A score of 90 does not define a specific domain.
• Scoring 70 on a physics exam alone does not define the specific content domain.
• Passing a chemistry test without defining the specific tasks assessed does not establish a well-defined domain.