Discuss the Role of Criterion Referenced Tests and Norm Referenced Tests in the Teaching and Learning Process
Discuss the role of criterion referenced tests and norm referenced tests in the teaching and learning process
Introduction
According to Van der Linden (1982), the rise of new learning strategies has changed the meaning of measurement in education and made new demands on the construction, scoring, and analysis of educational tests. Educational measurements satisfying these demands are usually called criterion-referenced, while traditional measurements are often known as norm-referenced. Thus, educational tests can be categorised into two major groups: norm-referenced tests and criterion-referenced tests. The common feature of these learning strategies is their objective-based character. All lead to instructional programmes being set up and executed according to well-defined, clear-cut learning objectives (Van der Linden, 1982).These two tests, however, differ in their intended purposes, the way in which content is selected, and the scoring process which defines how the test results must be interpreted. This paper will discuss the role and differences between these two types of assessments and explain the most appropriate uses of each.
Exposition and overview of the two key concepts
Glaser (1963) confronted two possible uses of educational tests and their areas of application. The first is that tests can supply norm-referenced measurements. In norm-referenced measurement the performances of subjects are scored and interpreted with respect to each other. As the name indicates, there is always a norm group, and the interest is in the relative standing of the subjects to be tested in this group. This finds expression in scoring methods as percentile scores, normalised scores, and age equivalents. Tests are constructed such that the relative positions of subjects come out as reliably as possible. An outstanding example of an area where norm- referenced measurements are needed is testing for selection of applicants for a job. In such applications the test must be
Introduction
According to Van der Linden (1982), the rise of new learning strategies has changed the meaning of measurement in education and made new demands on the construction, scoring, and analysis of educational tests. Educational measurements satisfying these demands are usually called criterion-referenced, while traditional measurements are often known as norm-referenced. Thus, educational tests can be categorised into two major groups: norm-referenced tests and criterion-referenced tests. The common feature of these learning strategies is their objective-based character. All lead to instructional programmes being set up and executed according to well-defined, clear-cut learning objectives (Van der Linden, 1982).These two tests, however, differ in their intended purposes, the way in which content is selected, and the scoring process which defines how the test results must be interpreted. This paper will discuss the role and differences between these two types of assessments and explain the most appropriate uses of each.
Exposition and overview of the two key concepts
Glaser (1963) confronted two possible uses of educational tests and their areas of application. The first is that tests can supply norm-referenced measurements. In norm-referenced measurement the performances of subjects are scored and interpreted with respect to each other. As the name indicates, there is always a norm group, and the interest is in the relative standing of the subjects to be tested in this group. This finds expression in scoring methods as percentile scores, normalised scores, and age equivalents. Tests are constructed such that the relative positions of subjects come out as reliably as possible. An outstanding example of an area where norm- referenced measurements are needed is testing for selection of applicants for a job. In such applications the test must be
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