What is NORM-REFERENCED ASSESSMENT? What does NORM-REFERENCED ASSESSMENT mean?
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Norm Referenced Assessment
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16.2 Standardized and Norm-referenced Assessment
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CRITERION REFERENCED TESTS AND NORM REFERENCED TESTS
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Criterion vs Norm Referenced Assessment: Examples & Evaluation
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Criterian and Norm Referenced
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Intelligence tests (often called IQ tests) most commonly used to diagnose a learning disability include the Wechsler Preschool and Primary Scale of Intelligence (WIPPSI), Wechsler Intelligence Scale for Children (WISC), and the Wechsler Adult Intelligence Scale (WAIS). Other common intelligence, or cognitive, tests include the Stanford-Binet Intelligence Test, Differential Abilities Scales (DAS), the Woodcock Johnson Test. In the listening comprehension scale, the examiner reads a word, and the child is asked to point to the picture of the word. In the oral expression scale, the examiner asks the child to answer questions and complete sentences. Norm-referenced scoring is used.
Norm-referenced tests often use a multiple-choice format, though some include open-ended, short-answer questions. They are usually based on some form of national standards, not locally determined standards or curricula. IQ tests are among the most well-known norm-referenced tests, as are developmental-screening tests, which are used to identify learning disabilities. Learning Disability Test. In 5 minutes this online questionnaire will identify the possible cause of your child’s learning difficulties.
Your child does not need to be present to complete this questionnaire. After completion, we will identify if any learning disabilities are probable or merit further testing. The dangers of using norm-referenced tests Many mistakes can be made by relying on test scores to make educational decisions. Every major maker of NRTs tells schools not to use them as the basis for making decisions about retention, graduation or replacement.
The testmakers know that their tests are not good enough to use that way. Integration of response to intervention and norm-referenced tests in learning disability identification: Learning from the tower of Babel. Psychology in the Schools, 43, 807-825. Psychology in the Schools, 43, 807-825. 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. A. Norm-referenced tests determine what should be taught in physical education. B. Norm-referenced tests assist with making eligibility decisions. C. Norm-referenced tests identify appropriate placement.
D. All of the above are advantages of norm-referenced tests. When determining the presence of learning disabilities using the discrepancy standard, evaluators compare a student’s IQ and achievement scores. Woodcock (1990) described three types of discrepancies which include all of the following EXCEPT: a. Norm-referenced b. Aptitude-achievement c. Intracognitive d. Intra-achievement.
Much of the rationale for its use as an LD identification process stems from the dissatisfaction of many educators with the use of the IQ–achievement discrepancy model and the general use of standardized, norm-referenced tests that measure intelligence as well as underlying cognitive processes (e.g., processing speed, short-term/working memory, etc.).
List of related literature:
|from Handbook of Psychology, Educational Psychology|
|from Inclusive Physical Activity: Promoting Health for a Lifetime|
|from Measurement Theory and Applications for the Social Sciences|
|from EDUCATION MCQ BOOK|
|from Handbook of Psychological Assessment|
|from Occupational Therapy for Children and Adolescents E-Book|
|from Introduction to Language Development, Second Edition|
|from Foundations of Psychological Testing: A Practical Approach|
|from MEASUREMENT, EVALUATION AND ASSESSMENT IN EDUCATION|
|from ASTD Handbook for Workplace Learning Professionals|