Describes student’s performance or progress in relation to others of the same peer group, age Or ability. ▪ Assessment to determine how a person performed in comparison with that of a group. criterion referenced Compares An Individual's Performance To The Acceptable Standard Of Performance For Those Tasks. ▪ Designed To Measure Student Performance Against A Fix Set Of Predetermined Criteria For A Specific Grade Level.

1. With respect to Parameters of
Comparison
NORM-REFERENCED &
CRITERION-REFERENCED
ASSESSMENT
HADEEQA WALEED
EDUCATIONIST

2. • NORM-REFERENCED ASSESSMENT
• Compares student’s performance against others
students
• ▪ Measure global language abilities.
CRITERION-REFERENCED ASSESSMENT
Measures A Student’s Performance Against A Goal, Specific
Objective, Or Standard.
• ▪ Measure Specific Instructional Objectives.
• ▪ Compares Students’ Performance To A Specific Criterion

3. Norm-referenced Assessment
• Compares a student’s performance against other students (a national
group or other “norm”).
• Student performance is assessed relative to the other students.
• ▪ Describes student’s performance or progress in relation to others of
the same peer group, age Or ability.
• ▪ Assessment to determine how a person performed in comparison
with that of a group.
• ▪ It is used to describe students performance according to relative
position in some known Group.
• ▪ Standardized test that compares and ranks test takers from low to
high achievers

4. • May involve ranking or scaling a pupil to help with streaming classes
• ▪ May look at cross-school achievements to compare achievement in
particular
• groups, subjects and years wit local and national levels of attainment
• ▪ Compare an individual's performance to the performance of other
people/Group.
• (Accomplished statistically by “norming” the test with large numbers
of people.)
• ▪ Require varying item difficulties.
• ▪ Assume not everybody is going to “GET IT”, Discriminate those
who “GOT IT” from those who didn’t.

5. • Used for ...
• ▪College placement
• ▪Competition comparisons
• ▪Comparing apples & oranges (countries, states, school districts)
• Examples: Usually multiple choice
• ❑ Khalid’s score in the periodical exams is below the mean
• ❑ Sameer ranked 5th in the unit test in Physics
• ❑ Ahmad’s percentile rank in the Math achievement test is 88.

6. NORM-REFERENCED ASSESSMENT
Advantages
• Compares students' performances against similar groups across the nation
• ▪ Proven track record of reliability and dependable rank order from highest to
lowest
• ▪ Broad coverage of academic standards
• ▪ Easy to administer
• ▪ Shows student performance relative to group.
• ▪ Ensures a “spread” between top and bottom of the class for clear
• grade setting

7. • Top and bottom performances can sometimes be very close.
• Dispenses with absolute criteria for performance.
• Results are limited e to a classroom teacher
• Opportunity to learn may not exist
• Expensive and time consuming
• Scoring could be flawed
NORM REFERENCED ASSESSMENT
Disadvantages

8. Criterion-Referenced ASSESSMENT
• Measures A Student’s Performance Against A Goal, Specific Objective, Or Standard.
• ▪ Student Performance Is Assessed Against A Set Of Predetermined Standards.
• ▪ Compares An Individual's Performance To The Acceptable Standard Of Performance
• For Those Tasks.
• ▪ Designed To Measure Student Performance Against A Fix Set Of Predetermined Criteria
• For A Specific Grade Level.
• ▪ Helps The Teacher That The Student Has Learned Specific Information
• ▪ Used To Confirm Full Understanding.
• ▪ 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.

9. • Used In The Assessment Of Vocational And Academic Qualifications
• ▪ Results Are Given On A PASS/FAIL, COMPETENT/NOT Basis.
• ▪ Results In Yes-no Decisions About Competence.
• ▪ Results Are Conclusive And Usually Open To Review
• ▪ Concerned With National Examination And Other Assessment Bodies
• ▪ Requires Completely Specified Objectives.
• Asks: Can This Person Do That Which Has Been Specified In The
Objectives?
• ▪ Reported As A Grade Or Percentage
• ▪ Based On A Predetermined Set Of Criteria. For Instance:
• 90% And Up=a; 80% To 89.99%=B; 70% To 79.99%=C; 60% To 69.99%=D;
Below 60% = F

10. • ▪Examples: (End of unit test; Quizzes;
vocabulary test; summer reading test; home
work)
• ▪Aziz can construct a pie graph with 75%
accuracy
• ▪Fareed scored 7 out of 10 in the spelling test
• ▪Usman can encode an article with no more
than 5 errors in spelling

11. Criterion-Referenced ASSESSMENT
Applications/Used for .........
• ▪ Measuring Performance & Assigning Grades(certification Of
Skills)
• Diagnostic Purposes: Individual Skill Deficiencies
• Motivation
• Influencing Study Habits
• Improving Classroom Effectiveness (Evaluation And Revision
Of Instruction)

12. Criterion-referenced ASSESSMENT
Strengths
• Measures Student Performance Against A Specific Curriculum Standard
• Sets Minimum Performance Expectations.
• Demonstrate What Students Can And Cannot Do In Relation To Important
Content-area Standards.
• ▪ Pre- And Post Assessment To Inform Instruction
• ▪ Identifies The Strengths And Weaknesses To A Specific Curriculum
• Easy To Administer

13. Criterion-referenced ASSESSMENT
Weaknesses
• ▪ Some times it’s hard to know just where to set boundary conditions.
• Lack of comparison data with other students and/or schools.
• Tend to focus on specific skills
• Local standards are what students need to know
• Results may not reflect general aptitudes
• Expensive
• Everyone may get an “A”