DAY+3

Formative Assessment: Write a paragraph that describes the inter-relationship of the following terms: curriculum, intervention, instruction, standards, and assessment. (These are listed in no particular order)

Define terms in your own words: Norm- and criterion-referenced assessments

Norm-referenced Assessment

A **norm-referenced test** (NRT) is a type of [|test], [|assessment], or [|evaluation] which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured. This estimate is derived from the analysis of test scores and possibly other relevant data from a [|sample] drawn from the population.[|[][|1][|]] That is, this type of test identifies whether the test taker performed better or worse than other test takers, but not whether the test taker knows either more or less material than is necessary for a given purpose. The term **normative assessment** refers to the process of comparing one test-taker to his or her peers.[|[][|1][|]] Norm-referenced assessment can be contrasted with [|criterion-referenced assessment] and [|ipsative assessment]. In a criterion-referenced assessment, the score shows whether or not the test takers performed well or poorly on a given task, but not how that compares to other test takers; in an ipsative system, the test taker is compared to his previous performance.

Criterion-referenced Assessment

A **criterion-referenced test** is one that provides for translating [|test] scores into a statement about the [|behavior] to be expected of a person with that score or their relationship to a specified subject matter. Most tests and quizzes written by school teachers are criterion-referenced tests. The objective is simply to see whether the student has learned the material. Criterion-referenced assessment can be contrasted with [|norm-referenced assessment] and [|ipsative assessment].

Comparison of terms

Both terms //criterion-referenced// and //norm-referenced// were originally coined by [|Robert Glaser].[|[][|5][|]] Unlike a criterion-reference test, a [|norm-referenced test] indicates whether the test-taker did better or worse than other people who took the test. For example, if the criterion is "Students should be able to correctly add two single-digit numbers," then reasonable test questions might look like " 2 + 3 = ? " or " 9 + 5 = ? " A criterion-referenced test would report the student's performance strictly according to whether the individual student correctly answered these questions. A norm-referenced test would report primarily whether this student correctly answered more questions compared to other students in the group. Even when testing similar topics, a test which is designed to accurately assess mastery may use different questions than one which is intended to show relative [|ranking]. This is because some questions are better at reflecting actual achievement of students, and some test questions are better at differentiating between the best students and the worst students. (Many questions will do both.) 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 (eg Cambridge University's pre-entry 'S' paper). Some tests can provide useful information about both actual achievement and relative ranking. The [|ACT] provides both a ranking, and indication of what level is considered necessary to likely success in college.[|[][|6][|]] Some argue that the term "criterion-referenced test" is a misnomer, since it can refer to the //interpretation// of the score as well as the test itself.[|[][|7][|]] In the previous example, the same score on the ACT can be interpreted in a norm-referenced or criterion-referenced manner.

Analyzing Standardized testing data

[|Report Card on Schools---AYP Data]