This document discusses criterion-referenced and norm-referenced evaluation. Criterion-referenced evaluation measures student performance against predetermined learning standards to determine if learning objectives are met, while norm-referenced evaluation compares student performance to others in their grade to determine their achievement relative to peers. Key differences are that criterion-referenced tests focus on specific skills and knowledge, while norm-referenced tests measure broader abilities and rank students.

1. Criterion and Norm Referenced
Evaluation
Suresh Babu G
Assistant Professor
CTE CPAS Paippad, Kottayam
Set Criteria Set Norms

2. Criterion Referenced Evaluation
Criterion-referenced
evaluation are designed to
measure student performance
against a fixed set of
predetermined criteria or learning
standards—i.e., concise, written
descriptions of what
students are expected to know
and be able to do at a specific
stage of their education.(fail or
pass only)

3. Definition of Criterion Referenced
Test
Ivon (1970) defines a Criterion
Referenced test “One consisting of
items keyed to a set of behaviour
objectives”
Gronlund (1985), Criterion Referenced
test is “a test designed to provide a
measure of performance that is
interpretable in terms of a clearly
defined and delimited domain of
learning tasks”

4. Characteristics of Criterion
Referenced Test
 Its main objective is to measure
student’s achievement of curriculum
based skills.
 It is balanced representation of goals
and objectives.
 It is used to evaluate the curriculum
plan instruction progress and group
students interaction.
 It can be administrated before and after
instruction.
 It is generally reported in the form of
minimum scores, number of correct
items, percent of correct items and
derived score based on correct items
and other factors

5. Uses of Criterion Referenced Test
 To discover the inadequacies in learners
learning and assist the weaker section.
 To identify the master learners.
 Find out the level of attainment of objectives.
 To find out the level at which a particular concept
has been learnt.
 To better placement
of concepts at
different grade levels.

6. Limitations of Criterion
Referenced Test
Chase (1974) lists the following limitations
o Does not show how good or poor is the learners
level of ability.
o Influenced by a given teachers interest or
biases.
o Important for only a small fraction of important
educational achievement.

7. Norms Referenced Evaluation
• Norm-referenced evaluation is the traditional
class-based assignment of numerals to the
attribute being measured. It means that the
measurement act relates to some norm, group
or a typical performance. It is an attempt to
interpret the test results in terms of the
performance of a certain group (relative position
in a group)
• Examples of norm-referenced
tests include the SAT,
IQ tests, and tests that
are graded on a curve.

8. Definition of Norms Referenced
Evaluation
• Gronlund (1976) stared that Norm-referenced
tests are “designed to rank students in order to
achievement, from high to low, so that decisions
based on relative achievements (eg, selection,
grouping, grading) can be made with greater
confidence”
• Bormuth it is designed “ to measure the growth in
a student’s attainment and to compare his level of
attainment with the levels reached by other
students and norm group”

9. Characteristics of Norms
Referenced Test
 Its basic purpose is to measure students
achievement in curriculum based skills.
 It is prepared for a particular grade level.
 It is administrated after instruction.
 It is used for forming homogeneous or
heterogeneous class groups.
 It classifies achievement as above average,
average or below average for a given grade.
 Reported in the form of
Percentile rank , linear
standard score.

10. Stages in the process of
Designing Stage
Developing stage
Conducting field test
Developing test norms
Writing test manual

11. Uses of Norms Referenced
Evaluation
 It is useful in making aptitude testing
 To get reliable rank ordering of pupils.
 To identify the pupils who have mastered.
 Select best of the application for a particular
programme
 For effective comparison
of other possible
programme

12. Limitations of Norms Referenced
Evaluation
There is lack of congruence between what the
test measures.
Test items that are answered correctly by most
of the pupils are not included.
Promotes unhealthy competition.

13. Difference between Criterion and Norm-Referenced Tests
Dimension Criterion-Referenced Tests Norm-Referenced Tests
Purpose To determine whether each student has
achieved specific skills or concepts.
To rank each student with respect to
the achievement of others in broad
areas of knowledge.
Type of
measurement
Measures specific skills Measures broad skill
Test Structure 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.
Each skill is usually tested by less
than four items. Items vary in
difficulty. Items are selected that
discriminate between high and low
achievers.
Score
Interpretation
Each individual is compared with a
preset standard for acceptable
achievement.
Relative, Each individual is compared
with other examinees and assigned a
score
Distribution of
Scores
To measure specific objectives-based
language points
To measure general language
abilities or proficiencies
Knowledge of
Questions
Students know exactly what content to
expect in test items.
Students have little or idea of what
content to expect in test items.
Teachers “Teach to test”