244:. 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 (e.g. Cambridge University's pre-entry 'S' paper). Some tests can provide useful information about both actual achievement and relative ranking. The
240:" 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
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The criterion-referenced interpretation of a test score identifies the relationship to the subject matter. In the case of a mastery test, this does mean identifying whether the examinee has "mastered" a specified level of the subject matter by comparing their score to the cutscore. However, not all
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and licensure testing where the test must be passed to work in a profession, such as to become a physician or attorney. However, being a high-stakes test is not specifically a feature of a criterion-referenced test. It is instead a feature of how an educational or government agency chooses to use
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that can be expected of a person with that score. Most tests and quizzes that are written by school teachers can be considered criterion-referenced tests. In this case, the objective is simply to see whether the student has learned the material. Criterion-referenced assessment can be contrasted
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is not the cutscore; the criterion is the domain of subject matter that the test is designed to assess. For example, the criterion may be "Students should be able to correctly add two single-digit numbers," and the cutscore may be that students should correctly answer a minimum of 80% of the
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World War II was caused by multiple factors, including the Great
Depression and the general economic situation, the rise of nationalism, fascism, and imperialist expansionism, and unresolved resentments related to World War I. The war in Europe began with the German invasion of Poland.
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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
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are usually criterion-referenced tests, because their goal is to see whether the test taker is sufficiently familiar with the new country's history and government, not to see whether one test taker is more knowledgeable than another test
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test is similar to criterion-referenced test, it is an assessment that covers a specific area of study such that a score will reveal how much of this area has been mastered. Thus, if an individual got 90% of the items correct in a
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are criterion-referenced tests, because their goal is to see whether the test taker is skilled enough to be granted a driver's license, not to see whether one test taker is more skilled than another test
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provides both a ranking, and indication of what level is considered necessary to likely success in college. Some argue that the term "criterion-referenced test" is a misnomer, since it can refer to the
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by Dr
Malcolm Venter. Cape Town, South Africa. "OBE advocates a criterion-based system, which means getting rid of the bell curve, phasing out grade point averages and comparative grading".
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test, this would be a high score indicative of his or her deep knowledge and understanding of the content covered in the test. These kinds of tests are contrasted with
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of the score as well as the test itself. In the previous example, the same score on the ACT can be interpreted in a norm-referenced or criterion-referenced manner.
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by some education agencies, as students are assessed with regard to standards that define what they "should" know, as defined by the state.
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is an example of this; there is no cutscore, it simply is an assessment of the student's knowledge of high-school level subject matter.
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criterion-referenced tests have a cutscore, and the score can simply refer to a person's standing on the subject domain. The
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tests, in which scores indicate how well a test taker performed on the items relative to others who took the test.
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Because of this common misunderstanding, criterion-referenced tests have also been called
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Glaser, R. (1963). "Instructional technology and the measurement of learning outcomes".
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This answer is worse than
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Comparison of criterion-referenced, domain-referenced and norm-referenced tests
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Haertel, E. (1985). "Construct validity and criterion-referenced testing".
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the results of the test. It is moreover an individual type of test.
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World War II was caused by the assassination of
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This answer is worse than
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World War II was caused by Hitler and
Germany invading Poland.
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A common misunderstanding regarding the term is the meaning of
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Many high-profile criterion-referenced tests are also
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Sample scoring for the history question: What caused
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Assessing the
Assessment of Outcomes Based Education
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491:(3rd ed.). New York: Harper & Row.
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376:(1981). "Test Theory and Methods".
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