Criterion

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

Dimension

Purpose

Content

Item Characteristics

Score Interpretation

Criterion-Referenced Norm-Referenced 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. 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, 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 performance and to minimize the Items vary in difficulty. 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, or a stanine. A student's score is usually expressed as a percentage. Student achievement is reported for broad skill areas, although some normStudent achievement is reported for referenced tests do report student achievement for individual skills. individual skills.