Methods of Interpreting Test Results PDF
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This document provides methods for interpreting test results, focusing specifically on criterion-referenced and norm-referenced interpretations. It distinguishes between the two using examples and discusses how different types of evaluation tasks influence the interpretation process and the relevant reference. It also outlines how to describe different educational learning tasks.
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Review Norm-referenced interpretation - is used to describe student performance according to relative position in some known group. - In this method of interpretation it is assumed that the level of performance of students will not va...
Review Norm-referenced interpretation - is used to describe student performance according to relative position in some known group. - In this method of interpretation it is assumed that the level of performance of students will not vary much from one class to another class. Examples: 1. He ranks 5th in a classroom group of 40. 2. Jack surpassed 90% of the students by naming 13 of the 26 letters on letter naming test. 3. A student is third in reading comprehension in a class of 50. Ex ….. A student performs better than 90% of the class Ex ….. He is third highest performer in a class of 35 students. Criterion-referenced interpretation - is used to describe student performance according to a specified domain of clearly defined learning tasks. - this method of interpretation 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. Examples: 1. The students should be able to multiply binomial terms correctly. 2. Students should be able to correctly add two single-digit numbers. Criterion-referenced interpretation can be made in different ways: 1. Describe the specific learning task a student is able to perform Ex…..Count from 1 to 100. 2. Indicate the percentage of tasks a student performs correctly Ex….. Spell 85% of the words in the list. 3. Compare the test performance to a set performance standard and decide whether the student meets a given standard. Ex….. Perform at the proficient level. The interpretation provided by this reference: CRI ü student’s performance is compared to an established criterion. What can students do and not do? ü conditions to be present for this to be useful. The content domain that was assessed must be well-defined. Examples: 1. Using a map of the Philippines, Chary can show the location of at least two revolts. 2. Using a periodic table, Dan can name each of the elements. These items allow criterion referenced interpretations because each refers to a well-defined domain. From each of these items, one can indicate what the student can and cannot do relative to the domain. Analyze these examples. 1. Troy obtained a score of 90. 2. Rey scored 70 on a physics exam. 3. Shena passed the chemistry test. None of these items establishes a well-defined domain. The skills are not specified. None of these items relates student performance to the performance of others. These items allow neither criterion-referenced nor norm-referenced interpretations.