4. Norm Referenced
Based on “the Bell Curve”
Use standardized tests
Comparing students to students
Want to create a spread
– Item analysis
– Distinguish items: High achievers get correct
and low achievers get wrong
Used for screening people in and out
6. Criterion Referenced
Specific standards established
Certain information/learning is necessary to
continue the next steps of learning.
Students learning is compared to the criteria or
standards (NOT to each other)
Assumption: If students do not reach standards,
find other means of teaching students
Banks of testing items created to match different
types of curriculum (mostly multiple items)
8. Authentic Assessment
Not all of what we teach can be assessed by
paper and pencil tests nor by multiple
choice items
Students need to demonstrate what they
learned: performance based (based on
constructivist learning theory)
Assessment is different than testing or
grading (closer to diagnosis)
Multiple means of assessment
9. Examples of Authentic
Assessment
Rubrics (specific criteria—teaching is planned
around criteria)
Includes attention to non-academic or difficult to
assess
– Cooperative learning
– Critical thinking skills
– Social learning
Differentiates summative vs. formative assessment
Portfolios
10. Rubrics
Have “layers”
May be based on developmental levels
May be “weighted” for different categories at
different times of the years
Need to be sensitive to the time to present to
learners
– Too early=overwhelming (haven’t taught it yet)
– Too late=not useful for modifying or developing
products
Eventually students can develop rubrics (they have
internalized the criteria)