Characteristics Which Differentiate Criterion-Referenced from Norm-Referenced Tests [electronic resource] / Thomas W. Klein.
Characteristics that distinguish criterion-referenced tests from their norm-referenced counterparts are discussed, including: the purposes that they are designed to serve; the characteristics of the types of items that they contain; and the manner in which they are developed. More specifically, the...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED324327 | ||
| 099 | |f ERIC DOC # |a ED324327 | ||
| 100 | 1 | |a Klein, Thomas W. | |
| 245 | 1 | 0 | |a Characteristics Which Differentiate Criterion-Referenced from Norm-Referenced Tests |h [electronic resource] / |c Thomas W. Klein. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 13 p. | ||
| 500 | |a ERIC Document Number: ED324327. | ||
| 520 | |a Characteristics that distinguish criterion-referenced tests from their norm-referenced counterparts are discussed, including: the purposes that they are designed to serve; the characteristics of the types of items that they contain; and the manner in which they are developed. More specifically, the distinguishing characteristics include: reference for measurement; information obtained; homogeneity of item difficulty; standards of performance; distribution of outcomes; and item format. A critical difference is the reference for measurement. For criterion-referenced tests, the reference of measurement is the existence of the behavior of interest. The criterion-referenced test assesses whether or not the individual possesses the skill. The qualitative distinction about performance is optimal for assessing specific or minimum competencies. The reference for measurement for norm-referenced tests is the distribution of outcomes in a representative normative sample. The question asked is how the individual performs relative to others from the reference population. Performance standards are arbitrarily imposed on the norm-referenced measure. Normative tests are optimal when the entire range of knowledge or skill is of interest. These differences are summarized in a table. (SLD) | ||
| 650 | 0 | 7 | |a Comparative Analysis. |2 ericd. |
| 650 | 1 | 7 | |a Criterion Referenced Tests. |2 ericd. |
| 650 | 1 | 7 | |a Differences. |2 ericd. |
| 650 | 1 | 7 | |a Educational Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Knowledge Level. |2 ericd. |
| 650 | 0 | 7 | |a Mastery Tests. |2 ericd. |
| 650 | 0 | 7 | |a Minimum Competency Testing. |2 ericd. |
| 650 | 1 | 7 | |a Norm Referenced Tests. |2 ericd. |
| 650 | 0 | 7 | |a Outcomes of Education. |2 ericd. |
| 650 | 0 | 7 | |a Test Format. |2 ericd. |
| 650 | 0 | 7 | |a Test Items. |2 ericd. |
| 650 | 1 | 7 | |a Test Use. |2 ericd. |
| 710 | 1 | |a Nevada. |b State Department of Education. |b Planning, Research & Evaluation Branch. | |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED324327 |h Other scheme |i web |n 1 |