Week 1 - Criterion & Norm Based Assessments PPT PDF

Criterion & Norm Referenced Assessments Bev Graham, PhD, MPA, BCBA-D, LBA  Criterion Referenced Assessments Measures student’s performance against a specific set of criteria or standards rather than comparing it to the performance of other students The student is...

Criterion & Norm Referenced Assessments Bev Graham, PhD, MPA, BCBA-D, LBA  Criterion Referenced Assessments Measures student’s performance against a specific set of criteria or standards rather than comparing it to the performance of other students The student is evaluated based on whether they have met predetermined, clearly defined, objectives or learning goals Scores are compared over time to gauge performance and improvement Purpose of Criterion Referenced Assessments Baseline Identify strengths and deficits Goal development and alignment Measure progress Benefits of Criterion Referenced Assessments Individualized Learning focused Clear Learning Targets – assessments are aligned with specific learning objectives so teachers can focus their instruction on specific goals Individual Progress Tracking – tracked against defined criteria Objective Measurement – not influenced by the performance of others Promotes Mastery Learning – competence criteria is clearly defined Focus on Skill Development – results in focused teaching strategies Useful for Diagnostic Purposes- aligned interventions Encourages Student Accountability – clear expectations for competence Alignment with Standards – measurable learning outcomes Disadvantages of Criterion Referenced Assessments Limited Scope – potential for fragmented view of learning Rigid Standards – lack of flexibility for evaluating performance Time-Consuming to Develop – validity and reliability May not Reflect Broader Learning – limits understanding of development Potential for Teaching to the Test – may limit deeper understanding of subject matter Lack of Comparative Data – no comparison to peers Difficulty in Differentiation – does not account for diverse needs and abilities Potential for Overemphasis on Standards – lack of creativity and independent thinking Examples of Criterion Referenced Assessments State Standardized Tests Driver’s License Test Certification Exams Language Proficiency Tests Formative Assessments – quizzes or practice tests Fitness Tests  Common Criterion Referenced Assessments in Autism “Skill Based” The Assessment of Basic Language & Learning Skills – Revised (ABBLS-R) Verbal Behavior Milestones Assessment (VB-MAPP) Social Skills Improvement System (SSIS) The Early Start Denver Model (ESDM) Curriculum Checklist The Adaptive Behavior Assessment System (ABAS) Examiner Qualification  Norm Referenced Assessments Compares a student’s performance to a larger group, typically a national or representative sample Assessments are Standardized- administered and scored in a consistent manner across students Used to make decisions about placement, admissions or eligibility to special programs Purpose of Norm Reference Assessments Determine Student’s Rank (example 75th percentile) Bell Curve Distribution – most students score near average and few score high or low Identify outliers  Benefits of Norm Referenced Assessments Comparative Insight – identify those excelling and those needing extra support Standardized Evaluation – consistency in measurement across schools, regions, countries Objective Benchmarking – identifies what is considered average and above or below average Selection & Placement – identifies top performers Data for Policy & Research – informs educational policy, tracks student achievement trends Identification of Outliers – focus for educational interventions Motivation and Goal Setting –individual student goals Broad Skill Assessment – provides comprehensive overview of student’s abilities  Disadvantages of Norm Referenced Assessments Limited Diagnostic Value – focuses on comparisons to others not mastery of specific content Encourages Competition- may hinder learning by increasing anxiety and decreasing collaboration Cultural & Socioeconomic Bias – reflects context of the group that was normed Focus on Percentiles, not Proficiency – may perform above average but lack proficiency One Size Fits All Approach – may not account disabilities or language barriers Teaching to the Test – instead of true understanding of subject matter Does not Measure Growth – focus on norm group comparisons Narrow Scope – cover broad range of subjects but not deeply  Examples of Norm Referenced Assessments Scholastic Achievement Test (SAT) American College Testing (ACT) Weschler Intelligence Scale for Children (WISC) National Assessment of Educational Progress (NAEP) Graduate Record Examination (GRE) Law School Admissions Test (LSAT) Iowa Test of Basic Skills (ITBS)  Common Norm Referenced Assessments in Autism Vineland Adaptive Behavior Scales (Vineland-3) Autism Diagnostic Observation Schedule (ADOS-2) Child Behavior Checklist (CBCL) Social Responsiveness Scale (SR-2) Peabody Picture Vocabulary Test (PPVT-5) Behavior Assessment System for Children (BASC-3) Autism Spectrum Rating Scale (GAR-3)  Variables Affecting Choice of Assessments Organizational Expectations & Assessment Practices Goal Time Limitations Parent & Child factors Third Party Payor Expectations Initial Authorization & Re-authorizations  Examiner Competence Assessment Manual Educational practice with assessment materials and protocols On-site training and administration with BCBA supervisor Online/In-Person Formal Training & Certification  Other Considerations Copyright laws are not negotiable Know your competence level and ask for help Achieve reliability before you serve as sole assessor One single assessment does not meet rigor standards Maximize Technology