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Criterion-referenced assessment

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Miss EAP
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Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.

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CRITERION- REFERENCED ASSESSMENT Prepared by: Erika Panganiban
Session Goals At the end of the lesson, the learners should be able to:  Define Criterion-Referenced Assessment;  Determine the pros and cons of using criterion- referenced assessment; and  Differentiate Criterion-Referenced Assessment from Norm-Referenced Assessment.
What is Criterion-Referenced Assessment?  designed to measure student performance against a fixed set of predetermined criteria or learning standards  used to determined the learners’ mastery of skill, knowledge, or any subject matter taught to them
What are the PROS and CONS? PROS  students are only tested on their knowledge of specific goals or standards  if students do not seem to master a particular standard, the teacher will be able to go back and teach that standard again until the student performs better  focus the instruction based on the students’ needs CONS Some times it’s hard to know just where to set boundary conditions. Lack of comparison data with other students and/or schools.
Criterion-Referenced Assessment can be measured through: 1. Speed of Performance – number of tasks completed in a fixed amount of time 2. Percentage – A number telling the proportions of the maximum points earned by the student 3. Quality Rankings – the quality level at which a student performs 4. Expectancy Table – make it possible to interpret raw scores in terms of expected performance on some measure other that the test itself
Criterion-Referenced Assessment Norm-Referenced Assessment Provide information on how the performance of an individual compares with that of others. Provide information on how the individual preformed on some standard of objective. Individual’s standing is compared with that of a know group. Allow users to interpret what an individual can do without considering the performance of others. Percentile rank is obtained to determine the relative standing in a norm group. Designed to measure the results of instruction. Emphasize the discrimination among individuals. An individuals performance on a specific behavioral or instructional objective. Emphasizes description of performance.

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Criterion-referenced assessment

  • 2. Session Goals At the end of the lesson, the learners should be able to:  Define Criterion-Referenced Assessment;  Determine the pros and cons of using criterion- referenced assessment; and  Differentiate Criterion-Referenced Assessment from Norm-Referenced Assessment.
  • 3. What is Criterion-Referenced Assessment?  designed to measure student performance against a fixed set of predetermined criteria or learning standards  used to determined the learners’ mastery of skill, knowledge, or any subject matter taught to them
  • 4. What are the PROS and CONS? PROS  students are only tested on their knowledge of specific goals or standards  if students do not seem to master a particular standard, the teacher will be able to go back and teach that standard again until the student performs better  focus the instruction based on the students’ needs CONS Some times it’s hard to know just where to set boundary conditions. Lack of comparison data with other students and/or schools.
  • 5. Criterion-Referenced Assessment can be measured through: 1. Speed of Performance – number of tasks completed in a fixed amount of time 2. Percentage – A number telling the proportions of the maximum points earned by the student 3. Quality Rankings – the quality level at which a student performs 4. Expectancy Table – make it possible to interpret raw scores in terms of expected performance on some measure other that the test itself
  • 6. Criterion-Referenced Assessment Norm-Referenced Assessment Provide information on how the performance of an individual compares with that of others. Provide information on how the individual preformed on some standard of objective. Individual’s standing is compared with that of a know group. Allow users to interpret what an individual can do without considering the performance of others. Percentile rank is obtained to determine the relative standing in a norm group. Designed to measure the results of instruction. Emphasize the discrimination among individuals. An individuals performance on a specific behavioral or instructional objective. Emphasizes description of performance.