Criterion Test _ Language Assessment - By Sheila Chei FB: Sheila Chei Twitter: @Sheila_Chei

1. CRITERION TEST
(Language Assessment)
By:
SHEILA WIJAYANTI
@Sheila_Chei
ENGLISH EDUCATION DEPARTMENT
JEMBER UNIVERSITY

2. Criterion Test
• Definition
• Purpose
• Content
• Item characteristic
• Score interpretation
• Setting performance standart
• Advanttege sand disanvatages

3. • Definition :
These are tests that measure a particular
student's performance against a standard or
criteria. They should not be confused with the
norm-referenced assessments that measure a
student's performance against that of other
students.
The content and skills in a criterion-referenced
assessment are more specific. The
criterion-referenced assessment focuses more
on the level of mastery for specific skills like
editing and reports on an index, with zero being
a low score and 100 being a high score.
Criterion-referenced assessments tests show
the degree to which a student has mastered a
skill.

4. • Purpose :
To determine whether each student has
achieved specific skills or concepts.
To find out how much student’s know
before instruction begins and after it
has finished.
To classify people according to whether
or not they are able to perform some
task or set of task satisfactorily.

5. • Content :
Measures specific skills which make up a
designated curriculum. These skills are
identified by teachers and curriculum
experts.
Each skill is expressed as an
instructional objective.

6. • Item characteristic :
Each skill is tested by at least four
items in order to obtain an adequate
sample of student performance and to
minimize the effect of guessing.
The items which test any given skill are
parallel in difficulty.

7. • Score interpretation :
Each individual is compared with a
preset standard for acceptable
achievement. The performance of other
examinees is irrelevant.
A student’s score is usually expressed
as a percentage.
Student achievement is reported for
individual skills.

8. • Setting performance standards
Probably the most difficult and controversial part of
criterion-referenced testing is setting the
performance standards, i.e., determining the points
on the score scale for separating candidates into
performance categories such as “passers” and
“failers.” The challenges are great because with
criterion-referenced tests in education, it is common
on state and national assessments to separate
candidates into not just two performance categories,
but more commonly, three, four, or even five
performance categories. With four performance
categories, these categories are often called failing,
basic, proficient, and advanced.

9. • Advantages :
Mastery of subject matter
Criterion-Referenced Tests can be
Managed Locally
Instructional Planning
Differentiating Instruction
Learning From Mistakes
Teaching to Objectives

10. • Disadvantages :
Analyzing Test Items
It does not allow for comparing the
performance of students in a particular
location with national norms.
It is time-consuming and complex to
develop.
and lack of leadership can cause problems
It may slow the process of curriculum
change if tests are constantly changed
Such tests are more susceptible to theft
or vandalism

11. Thank You