Grades can be determined either through norm-referenced or criterion-referenced systems. In a norm-referenced system, a student's grade depends on how their performance compares to others in their group. This makes grades relative and can shift scores up or down based on the overall group's ability. A criterion-referenced system bases grades on how a student's performance matches specified standards, making grades absolute rather than dependent on peers. However, criterion-referenced systems are difficult to implement as standards must be clearly defined and grades do not factor in a group's performance. Both systems have advantages and disadvantages for assessing student learning.

2. Reflect Relative Performance
 Example: Score compared to other
students or ranking performance
 “Where you rank”


3. Grades may reflect relative performance
score compared to other students
(where you rank).
 In such a system:

› A. Grade depends on what group you are
in.
› B. Typical grade may be shifted up or
down, depending on group’s ability.
› C. Widely used because much classroom
testing is norm reference.

4. They easy for instructors to use
 They work well in situations requiring rigid
differentiation among students
 They are generally appropriate in large
courses


5. 
An individual's grade is determined not
only by his/her achievements, but also
by the achievements of others.

6. › 15% of the students will receive a mark of
excellence, which in class of 100 enrolled
students will be 15 persons:





1.0 (Excellent)
1.50 (Good)
2.0 (Average)
3.0 ( Poor, pass)
5.0 (Failure)
= Top 15 % of the class
= Next 15 % of the class
= Next 45 % of the class
= Next 15 % of the class
= Bottom 10 % of class

7. Reflect absolute performance
 Example: score compared to specified
standards
 “what you can do”


8. Grades may also reflect absolute performance score
compared to specified performance standards (what you
can do).
 In such a system:
› A. Grades does not depend on what group you are
in, but only on your own performance standards.
› B. Grading is a complex task, because grades must:
› i. clearly defined the domain
› ii. clearly defined and justify the performance standards.
› iii. Be based on criterion referenced assessment.
› C. conditions are hard to meet, except in complete
mystery.
›


9. Advantages：
 Students are not competing with each
other
 Students are thus more likely to actively
help each other learn.
 A student's grade is not influenced by
the caliber of the class.


10. It is difficult to set a reasonable standard
for students
 Most experienced faculty set criteria
based on their knowledge of how
students usually perform
 Criterion-referenced systems often
become fairly similar to norm-referenced
systems.


11.  In class of 100 students, no one might get a
grade of excellent if no one scores 98 above
or 85 above depending on the criterion used.
› 1.0 (Excellent)
› 1.5 (God)
› 2.0 (Fair)
› 3.0 (Poor/Pass)
› 5.0 (Failure)
= 98-100
= 88-97
= 75-87
= 65-74
= below65
or 85-100
or 80-84
or 70-79
or 60-69
or below60

12. Comparing Norm and Criterion
Referenced System

13. › A. Grades are inconsistent with a standard-
based system because now, each child is
his/her own standard.
› B. Reliably estimating learning ability
(separate from achievement) is very difficult.
› C. One cannot reliably measure change
with classroom measures.
› D. Therefore, should only be used as a
supplement.