Criterion- referenced Evaluation and Norm- referenced Evaluation

Evaluation -- The process of determining the worth of something in relation to established

benchmarks using assessment information.

Types of Evaluation:

1. Criterion-referenced Evaluation
2. Norm- referenced Evaluation

Criterion-referenced evaluation

• Student performance is assessed against a set of predetermined standards.

• Criterion-referenced assessments measure how well a student performs against an
objective or criterion rather than another student. Criterion-referenced classrooms are
mastery-oriented, informing all students of the expected standard and teaching them
to succeed on related outcome measures.

Criterion-referenced evaluation may be based upon the steps below:

 identify the expected learning outcomes

 identify the key learning objectives for instruction and learning
 establish and set criteria
 involve students, when appropriate, in establishing criteria
 plan learning activities that will help students gain the knowledge or skills outlined in the
criteria
 inform students of the criteria their work will be evaluated against prior to
the learning activity
 provide examples of the desired level of performance
 implement the learning activities
 use various assessment methods based on the particular assignment and students
 review assessment data and evaluate each student's level of performance or quality of
work in relation to criteria
 report the results of evaluation to students and parents

Purpose:
 To determine whether each student has achieved specific skills or concepts.
 To find out how much students know before instruction begins and after it has finished.

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.
 Item Characteristics:
 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.

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.

Example of a Criterion- referenced Evaluation: A student

 spelled every word in the weekly spelling list correctly

 solved at least 75% of the assigned problems
 achieved a score of at least 80% out of 100 on the final exam
 did at least 25 push ups within a 5 minute period
 read a minimum of one non-fiction book a week

Norm-referenced evaluation

• Student performance is assessed relative to the other students.

• Norm referenced evaluation is defined by relative standing in the class in relation to
some standard or norm.
• Norm-referenced measures are designed to compare students (i.e., disperse average
student scores along a bell curve, with some students performing very well, most
performing average, and a few performing poorly).

Purpose:
 To rank each student with respect to the achievement of others in broad areas of
knowledge
 To discriminate between high and low achievers.

Content:
 Measures broad skill areas sampled from a variety of textbooks, syllabi, and the
judgments of curriculum experts.

Item Characteristics:
 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 other examinees and assigned a score--usually
expressed as a percentile, a grade equivalent
score, or a stanine.
 Student achievement is reported for broad skill areas, although some norm-referenced
tests do report student achievement for individual skills.

Example of a Norm- referenced Evaluation: A student

 scored at the 50th percentile in his group

 scored above 90% of all the students in the class
 received a higher grade point average in English literature than any other student in the
school
 ran faster than all but one other student on the team
 and one other in the class were the only ones to receive a grade of A on the midterm

Norm and Criterion Compared

 Norm-Referenced:
 Ensures a competitive classroom atmosphere
 Assumes a standard normal distribution
 Small-group statistics a problem
 Assumes “this” class like all others

 Criterion-Referenced:
 Allows for a cooperative classroom atmosphere
 No assumptions about form of distribution
 Small-group statistics not a problem
 Difficult to know just where to set criteria
 Criterion-Referenced Norm-Referenced
Dimension
Tests Tests
To determine whether each student
To rank each student with respect to the
has achieved specific skills or
achievement of others in broad areas of
concepts.
knowledge.
Purpose
To find out how much students
To discriminate between high and low
know before instruction begins and
achievers.
after it has finished.
Measures specific skills which make
up a designated curriculum. These
Measures broad skill areas sampled
skills are identified by teachers and
from a variety of textbooks, syllabi,
Content curriculum experts.
and the judgments of curriculum
experts.
Each skill is expressed as an
instructional objective.
Each skill is tested by at least four Each skill is usually tested by less than
items in order to obtain an adequate four items.
sample of student
Item performance and to minimize the Items vary in difficulty.
Characteristics effect of guessing.
Items are selected that discriminate
The items which test any given skill between high
are parallel in difficulty. and low achievers.
Each individual is compared with a Each individual is compared with other
preset standard for acceptable examinees and assigned a score--
achievement. The performance of usually expressed as a percentile, a
other examinees is irrelevant. grade equivalent
Score score, or a stanine.
Interpretation A student's score is usually
expressed as a percentage. Student achievement is reported for
broad skill areas, although some norm-
Student achievement is reported for referenced tests do report student
individual skills. achievement for individual skills.