Norm-referenced tests compare a test-taker's performance to others in a group, with a goal of creating a normal distribution of scores. They are designed so that half of test-takers must pass and half must fail. Criterion-referenced tests compare performance to a set of objectives or mastery benchmarks that all test-takers can theoretically achieve at a 100% level. They provide feedback on specific course objectives rather than ranking students. Both test types have different purposes, with norm-referenced focusing on ranking along a continuum and criterion-referenced focusing on measuring mastery of objectives.

1. Comparison of Criterion Referenced
and
Norm- Referenced Assessment
PreparedBy :FariaSalmanBhatti
Studentof:University Of Sindh
ElsaKaziCampusHyderabad
Assigned By : Prof . Dr Amjad Ali Arain

2. CRITERION REFERENCED TESTS
 Criterion referenced tests, also called mastery
tests, compare a person’s performance to a set of
objectives. Anyone who meets the criterion can
get a high score.
 Everyone knows what the benchmarks /
objectives are and can attain mastery to meet
them.
 It is possible for ALL the test takers to achieve
the 100% mastery.

3. Criterion Referenced Tests
• They are design to give test-takers feedback, usually in the
form of grades, on specific course or lesson objectives.
Test that involve the students in only one class, and are
connected to curriculum, are Criterion-Referenced Tests.
Much time and effort on the part of the teacher are
required to deliver useful, appropriate feedback students.
 The distribution of students scores across continuum may
be or little concern as long as the instrument assesses
apropiate objectives.
As opposed to standardized, large scale testing with its
enphasis on classroom-based testing, Criterion-Referenced.
• Testing is of more prominent interest than Norm-Referenced
Testing.

4. Norm-Referenced Tests compare an
individual’s performance of others.
There are design to yield a normal curve,
with 50% of test takers scoring above the
50th percentile and 50% scoring below it,
so half the test makers MUST pass and
half the test takers MUST fail.
The test makers design the test question
correct, or too many score well, then the
questions are “thrown out” until they
achieve a normal curve again.

5. Norm-Referenced Tests
Each test-taker’s scores in interpreted in relation to
mean (average score), median (middle score),
standard deviation (extend of variance in score), and/or
percentile rank.
The purpose is to place test-takers along a mathematics
continuum in a order rank.
Scores are usually reported back to the test-taker in the
form of a numerical score. (230 out of 300, 84%, etc).
Typical of these are standardized tests like SAT or
TOEFL.
These tests are intended to be administered to large
audience. With result efficiently disseminated to test
takers.
They must have fixed, predetermined responses in a
format that can be scored quickly at minimum expense.
Money and affiance are primary concerns in these tests.

6. Norm-Referenced Tests
Types of standardized test
that compares a
student’s
performance to the
performance of same
age students in a
normative group-
scoring is based on
performance of
normative group
 IQ Tests
 Academic Achievements
Tests
 Behavioral Rating
Scales

7. Norm-Referenced and Criterion Referenced Tests
Norm-Referenced Tests Criterion Referenced Tests