Assessment-1-Methods_of_Interpreting_the_Test_Results.pdf

 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.