How Can Qualifying criterion-Referenced Tests Help Students

 

Norm Referenced test and Criterion Referenced

Video taken from the channel: Education with Fatima Muhammad Qassim


 

Part 5 criterion referenced evaluation | types of evaluation | b.ed

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Criterion and Norm Reference Tests What’s the Difference?

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Criterion Referenced Instruction Robert Mager

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Norm-Referenced And Criterion-Referenced Test Part Two

Video taken from the channel: Education with Fatima Muhammad Qassim


 

16.3 Criterion Referenced Assessment

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What are Criterion Referenced Tests?

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Criterion-referenced tests are designed to find out whether a child has a set of skills, rather than how a child compares to other children of the same age (normed tests.) The test designers analyze the component parts of specific academic skills, such as number understanding, and then write test items that will measure whether the child has all the component parts of the skill. When you receive criterion referenced tests’ results for your students, you can use these results to aid instruction for your students in the following ways: Offer more support in the subject area for your student. For example, you can read material from the textbook in your class before he goes to the regular classroom. Criterion-referenced assessments are needs based, meaning the tests are created with what the students’ needs are. If a student really needs to improve their knowledge of proper nouns, then a test will be created on proper nouns.

Otherwise known as CRT, criterion referenced tests are designed to measure how well students have learned a certain body of knowledge or subject and the skills associated with such. In everyday situations, the most common examples of this test can be the multiple choice exams people take when they apply for a driver’s license. Thus a criterion-referenced test is a test that provides a basis for determining a candidate’s level of knowledge and skills in relation to a well-defined domain of content. Often one or more performance standards are set on the test score scale to aid in test score interpretation.

The criterion-referenced tests used to measure learning progress can also measure gaps in student learning. Preparing Students for the Structure of Any Test Teachers can help prepare students for both kinds standardized tests, both norm-referenced tests and criterion-referenced tests. A criterion-referenced test will use questions which were correctly answered by students who know the specific material. A norm-referenced test will use questions which were correctly answered by the “best” students and not correctly answered by the “worst” students (e.g. Criterion-referenced assessments are both formal and informal assessments, and are also used as diagnostic tools.

The score compares the student’s skills to a defined set of skills and a goal (criterion) for mastery. These assessments are administered before instruction and after instruction to measure a student’s skill growth. A test score is criterion-referenced if it is compared to a preset standard or level of achievement. Norm-referenced: measures broad skill areas, then ranks students with respect to how others (norm group) performed on the same test.

Students’ scores are reported. A criterion-referenced assessment is one that measures students’ success in reference to defined standards, or criteria. A criterion-referenced test is typically utilized in the classroom to determine how well students have mastered a particular curricular unit or standard and the students’ scores will reflect their level of mastery.

List of related literature:

Criterion-referenced tests are also useful in showing whether a student has mastered specific material.

“Contemporary Curriculum: In Thought and Action” by John D. McNeil
from Contemporary Curriculum: In Thought and Action
by John D. McNeil
Wiley, 2014

Criterion-referenced tests, like the Active Listening tests, don’t compare each student to other students.

“Active Listening 3 Teacher's Manual with Audio CD” by Steve Brown, Dorolyn Smith
from Active Listening 3 Teacher’s Manual with Audio CD
by Steve Brown, Dorolyn Smith
Cambridge University Press, 2007

Criterion-Referenced Test A test that examines a specific skill (the criterion) that students are expected to have learned or a level (the criterion) students are expected to have attained.

“Dictionary of Statistics & Methodology: A Nontechnical Guide for the Social Sciences” by W. Paul Vogt, R. Burke Johnson
from Dictionary of Statistics & Methodology: A Nontechnical Guide for the Social Sciences
by W. Paul Vogt, R. Burke Johnson
SAGE Publications, 2011

Typically, criterion-referenced tests (a) are meant to assess the extent to which test takers are proficient in certain skills or knowledge domains and (b) are scored in such away that one person’s performance does not affect the relative standing of others.

“Essentials of Psychological Testing” by Susana Urbina
from Essentials of Psychological Testing
by Susana Urbina
Wiley, 2014

In the end, criterion-referenced tests are often used in the same way as norm-referenced tests, comparing student achievement of criteria.

“Encyclopedia of Curriculum Studies” by Craig Kridel
from Encyclopedia of Curriculum Studies
by Craig Kridel
SAGE Publications, 2010

Criterion-referenced tests are used extensively in educational settings and include tools such as the Hawaii Early Learning Profile (HELP)50; the Assessment, Evaluation, and Programming System for Infants and Children10; and the SFA.14 Criterion-referenced tests are described in more detail in the following section.

“Occupational Therapy for Children and Adolescents E-Book” by Jane Case-Smith, Jane Clifford O'Brien
from Occupational Therapy for Children and Adolescents E-Book
by Jane Case-Smith, Jane Clifford O’Brien
Elsevier Health Sciences, 2014

Norm-referenced tests stress individual differences, compare students with each other; criterion-referenced tests on the other hand, highlight the students’ performance as compared to a pre-determined cut-off score.

“MEASUREMENT, EVALUATION AND ASSESSMENT IN EDUCATION” by 	RADHA MOHAN
from MEASUREMENT, EVALUATION AND ASSESSMENT IN EDUCATION
by RADHA MOHAN
Prentice Hall India Pvt., Limited, 2016

Criterion-referenced tests, on the other hand, not only make it possible to establish absolute standards of performance but also allow us to assess how much students actually change with time.

“Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education” by Alexander W. Astin, anthony lising antonio
from Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education
by Alexander W. Astin, anthony lising antonio
Rowman & Littlefield Publishers, 2012

Criterion-referenced tests are frequently used to determine whether students have mastered specific skills.

“Language Arts: Process, Product, and Assessment for Diverse Classrooms, Sixth Edition” by Pamela J. Farris, Donna E. Werderich
from Language Arts: Process, Product, and Assessment for Diverse Classrooms, Sixth Edition
by Pamela J. Farris, Donna E. Werderich
Waveland Press, 2019

Criterion-referenced tests are described in more detail in the following section.

“Case-Smith's Occupational Therapy for Children and Adolescents E-Book” by Jane Clifford O'Brien, Heather Kuhaneck
from Case-Smith’s Occupational Therapy for Children and Adolescents E-Book
by Jane Clifford O’Brien, Heather Kuhaneck
Elsevier Health Sciences, 2019

Oktay Kutluk

Kutluk Oktay, MD, FACOG is one of the world's foremost experts in fertility preservation as well as ovarian stimulation and in vitro fertilization for infertility treatments. He developed and performed the world's first ovarian transplantation procedures as well as pioneered new ovarian stimulation protocols for embryo and oocyte freezing for breast and endometrial cancer patients.

Mail: [email protected]
Telephone: +1 (877) 492-3666

Biography: https://medicine.yale.edu/profile/kutluk_oktay/
Bibliography: oktay_bibliography

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  • Thank you so much for your valid points! Although I do not speak your language, I was able to follow along with my background knowledge in English and make connections! Also your Powerpoint in English helped a lot too.:). Very easy to interpret.

  • Maam plx make more video’s…I m a B.Ed student of Aligarh Muslim University Aligarh.. really impressed by your video.. but I wanna more n more information by ur side