Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Qualities of a Good Test
Student Name: Amna Mishal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Norm referenced and Criterion Referenced TestDrSindhuAlmas
By the end of the lesson, students will be able to:
Differentiate between Criterion-referenced tests (CRT) and Norm- referenced tests (NRT).
State uses of CRT and NRT.
Describe ways of interpreting CRT and NRT.
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Qualities of a Good Test
Student Name: Amna Mishal
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Characteristics Of A Good Test, Measuring Instrument (Test)
Validity, Nature/Characteristics Of Validity
Types/Approaches To Test Validation
Validity: Advantages And Disadvantages
Reliability, Nature/Characteristics
Types Of Reliability
Methods Of Estimating Reliability
Practicality/Usability
Objectivity
Norms
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
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.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
Norm-Referenced and Criterion-Referenced InterpretationDenmark Aleluya
This is my report in Assessment of Student Learning 1 about Referencing Frameworks, Test Interpretation etc. I wish this could help everyone who needs a little information.
Characteristics Of A Good Test, Measuring Instrument (Test)
Validity, Nature/Characteristics Of Validity
Types/Approaches To Test Validation
Validity: Advantages And Disadvantages
Reliability, Nature/Characteristics
Types Of Reliability
Methods Of Estimating Reliability
Practicality/Usability
Objectivity
Norms
It talks about the different types of validity in assessment.
* Face Validity
* Content Validity
* Predictive Validity
* Concurrent Validity
* Construct Validity
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.
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
Norm-Referenced and Criterion-Referenced InterpretationDenmark Aleluya
This is my report in Assessment of Student Learning 1 about Referencing Frameworks, Test Interpretation etc. I wish this could help everyone who needs a little information.
Types of tests: proficiency, achievement, diagnostic, placement
Types of testing: direct vs indirect tests, discrete point vs integrative tests, criterion-referenced vs norm-referenced tests, objective vs subjective tests
It is an important part in English Language Teaching. It helps the teachers to make an effective test as well as to take the testing system to new height.
kinds of tests and testing
proficiency tests- achievement tests, diagnostics test, placement tests, direct and indirect test, discrete point and intergrative testing, norm-referenced and criterion testing, objective testing and subjective testing, computer adapting testing
Language Assessment - Standardized Testing by EFL LearnersEFL Learning
Advantages and disadvantages of standardized test, how to developing a standardized test, standardized language proficiency testing, and four standardized language proficiency test.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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2. Different Types of Tests
1. Norm Referenced Tests
Measure global language abilities.
Compare students’ performance to others.
2. Criterion Referenced Tests
Measure specific instructional objectives
Compares students’ performance to a specific
criterion (Objectives or Standard)
3. NRT & CRT
NRT
1. Administrators
2. Proficiency tests
(TOEFL)
3. Percentile
4. Normal Distribution
5. Predictability of form
& content
CRT
1. Teachers
2. Achievement Tests
3. Percentage
4. Criterion (objectives,
Standards)
5. Unpredictability of
form & content
4. NRT & CRT Differences
1. Type of Interpretation
2. Type of Measurement
3. Purpose of Testing
4. Distribution of Scores
5. Test Structure
6. Knowledge of Questions
5. Type of Interpretation
NRT Relative
Student’s performance is compared to those
of other students in percentile terms.
CRT Absolute
Student’s performance is compared to the
percentage of material learned.
6. Type of Measurement
NRT: Measures general language
abilities or proficiency
CRT: Measures specific objective-
based language points
7. Purpose of Testing
NRT: Spreading students out along a
continuum of general abilities or
proficiency
CRT: Assessing the amount of material
learned by each student
13. 1. Program Level Proficiency
Decisions
Proficiency tests assess the general knowledge or
skills required to entry into a group of similar
institutions.
Proficiency decisions requires knowing the
general level of proficiency of each student in
comparison to other students in order to admit the
students who fit the standards of a specific
institute.
Thus
Proficiency tests should be made on the basis of NRT
14. Fairness in Program Level
Proficiency Decisions
Since proficiency decisions can have a drastic effect on
students’ lives the issue of fairness must be considered
with extreme care.
Proficiency tests might sound unfair because of the
arbitrary way they are handled in some settings but
they are often necessary.
Proficiency tests might be unfair if they are used to
make comparison among different programs
(Solution = Program Fair Tests).
15. 2. Program Level Placement
Decisions
Placement decisions intends to group students of
similar ability levels together to make the classes
homogeneous.
To do so, students’ relative knowledge or skill levels
must be assessed compared to other students
Thus
NRT is needed for program level placement decisions.
16. Proficiency Tests & Placement
Tests
Proficiency tests are very general while
placement tests are specifically related to a
specific program.
The purpose of program, the range of
abilities within the program, and the type
of students involved are the factors that
may make a proficiency test inappropriate
for purpose of testing placement.
18. 1. Classroom level Achievement
Decisions
Achievement decisions are decisions about the
amount of learning that students have
accomplished.
Achievement tests should be designed with
very specific reference to a particular course
and its objectives.
Thus
Achievement tests should be criterion referenced
19. 2. Classroom level Diagnostic
Decisions
Diagnostic decisions are made at the beginning or
middle of the term to foster achievement by
promoting strengths and to eliminate weaknesses
of students.
Diagnostic tests are used to determine the degree
to which the specific instructional objectives of the
course have been accomplished.
Thus
Diagnostic tests should be criterion referenced.
20. A Single Test to Fulfill All
Test Functions
There is no single test that can fulfill all
four functions of proficiency, placement,
achievement, and diagnostic
Because:
1. The ranges of ability tested by the four
types of tests are very different.
2. The content varies in each type of test.
21. Differences in the Range of
Abilities
NRT proficiency tests measure a very wide range
of abilities, for example, TOEFL measures from
virtually no English to native-like ability.
Placement tests are very different in the range of
abilities they assess depending on the abilities
handled by the particular institution involved. So
the range of such tests is much narrower than
TOEFL.
Then:
Then neither a TOEFL test can be used for placement
decisions, nor a placement test for TOEFL.
22. Differences in Variety of
Content
Content of a proficiency test covers the whole
range of content types and ability levels covered
across many institutions.
Content of a placement test, on the contrary,
should be more narrowed to meet the needs of one
specific institution.
Content of diagnostic or achievement test should
also be even more narrowly defined to reflect the
exact content of the course, as expressed in
objectives for that course.