Norm-Referenced And Criterion-Referenced Tests PDF

NORM-REFERENCED AND CRITERION - REFERENCED TESTS AND PRACTICAL STEPS TO TEST CONSTRUCTION  Group members Gerona,Rhea Geralde, Gwyneth mie Lapad, Arrah Merida,Jeric Mae Sayson,Antafan ny  NORM-...

NORM-REFERENCED AND CRITERION - REFERENCED TESTS AND PRACTICAL STEPS TO TEST CONSTRUCTION  Group members Gerona,Rhea Geralde, Gwyneth mie Lapad, Arrah Merida,Jeric Mae Sayson,Antafan ny  NORM- REFERENCED TESTS Definition: Norm-referenced tests compare a student's performance to that of a group, usually a large sample that serves as a "norm" (e.g., national or regional averages). Scores are interpreted relative to this group, meaning they indicate where a student stands in relation to others. Purpose: NRTs are often used for ranking students for selective purposes such as admissions or placement. They can identify where a student ranks but do not show whether they meet specific learning objectives. Example: Tests like the SAT or IQ tests use percentiles to show how well a student performs compared to others in the group.  Criterion - REFERENCED TESTS Definition: CRTs measure a student's performance based on a set of pre-determined criteria or learning standards. The focus is not on comparing students but on determining whether they have mastered specific skills or knowledge. Purpose: These tests are typically used to assess mastery of a subject or achievement of educational goals. They can be useful for identifying whether students meet the required standards. Example: Tests like state-level standardized exams (e.g., driving tests or reading proficiency tests) are designed to see whether a student meets or exceeds a set benchmark. Practical steps in test construction Patterns: Begin by outlining the key areas or topics to assess. These should align with the learning objectives or standards students are expected to meet. Decide on the types of questions (e.g., multiple-choice, short answer, essays) based on what skills you want to assess. For example, multiple-choice questions can assess Practical steps in test construction Deviation: Include questions of varying difficulty to assess a broad spectrum of knowledge. This helps in distinguishing high achievers from lower achievers. Varying the format of questions can also help, ensuring that the test assesses different aspects of learning (e.g., comprehension, application, analysis).  Practical steps in test construction Repetition: Repetition should involve assessing key skills or knowledge areas more than once to ensure consistency in measurement. However, over- repeating can lead to predictability, so it’s crucial to balance repetition with variety. Scoring and grading strategies  Scoring for norm- ReferenceD tests Relative scoring: Student scores are compared to a norm group and expressed as percentiles or z-scores. This means scores are ranked based on performance relative to others, with a specific number of students expected to fall into predefined score categories. Scoring for criterion - Referenced Tests Absolute scoring: Each student’s score reflects how many correct answers they achieved relative to the total possible. For instance, if a test has 20 questions, a score of 18/20 indicates 90% mastery of the subject.  Grading strategies Curved grading: Criterion-based This approach grading: In CRTs, adjusts scores grades reflect based on the performance against highest a set standard. For performance in example, 85% or higher might indicate the group, often mastery, and used in norm- anything below might  feedback Providing detailed and constructive feedback is essential for helping students understand their strengths and areas for improvement. Feedback should be timely, specific, and aligned with the learning goals, focusing on actionable steps to improve.  Matching Decision Types to Test Types Placement: NRTs are often used to rank students for placement purposes (e.g., advanced or remedial programs). Admission: For university or selective school admissions, NRTs are commonly used to differentiate candidates based on percentile rankings. Achievement: CRTs are used to determine whether students have achieved specific learning outcomes. They are useful in determining whether a student has met the standards for passing or certification. Diagnosis: Diagnostic tests, which can be a form of CRT or performance test, identify specific learning gaps or strengths. These are often used in formative assessments.  Designing Tests Based on Student Characteristics Language If testing students from diverse language backgrounds, ensure the language of the test is simple and clear, avoiding idiomatic expressions or culturally specific references. Provide accommodations such as extra time or translated materials when needed. Ability Use differentiated difficulty levels for students with varying abilities. For example, offering simpler questions alongside more complex ones can help students demonstrate their understanding at different levels.  Designing Tests Based on Student Characteristics Culture Avoid culturally biased questions by using content that is neutral and globally relevant. Make sure the context of questions is understandable for students from different cultural backgrounds. Context Tailor test questions to reflect the students’ learning environment and experiences. This ensures relevance and enhances the likelihood that students will understand and engage with the material.  Performance tests Performance tests require students to perform tasks or demonstrate skills rather than just answering questions. They are especially useful for practical skills or tasks that require hands-on demonstration, such as lab experiments or language speaking tests.  COMPARISON WITH NRTs and CRTs Performance tests assess real-world application and practical skills, while NRTs and CRTs typically focus on theoretical knowledge. Performance tests are often used in diagnosis or achievement contexts, especially in arts, technical subjects, or physical skills. thank YOU