What are the two types of standardized assessments?

Decoding Standardized Assessments: Norm-Referenced vs. Criterion-Referenced Tests

Standardized tests are a cornerstone of modern education, used to evaluate student learning and inform crucial decisions regarding placement, curriculum development, and even funding. However, not all standardized tests are created equal. They fall into two distinct categories, each serving a unique purpose and offering different interpretations of student performance: norm-referenced and criterion-referenced assessments. Understanding the fundamental differences between these two types is critical for educators, parents, and students alike.

Norm-Referenced Tests: A Comparative Approach

Norm-referenced tests (NRTs) focus on comparing an individual student’s performance to the performance of a larger, representative group. This “norm” group typically consists of students of similar age, grade level, and sometimes other relevant demographic characteristics. The test results are then expressed as a relative standing within this group, often represented by percentiles, stanines, or grade equivalents. A student scoring in the 80th percentile, for instance, performed better than 80% of the students in the norm group.

The key here is relative performance. NRTs don’t necessarily measure absolute mastery of a specific set of skills or knowledge. Instead, they provide a ranking within a peer group. This is particularly useful for identifying high-achieving students, those who might benefit from advanced placement, or students who may require additional support compared to their peers. Examples of NRTs include many widely used aptitude tests and some standardized achievement tests designed to compare student performance across schools or districts.

Criterion-Referenced Tests: Measuring Against a Standard

Criterion-referenced tests (CRTs), on the other hand, focus on measuring a student’s achievement against a pre-defined standard or criterion. These tests are designed to assess whether a student has mastered a specific set of skills or knowledge, regardless of how other students performed. The results are typically reported as the percentage of items answered correctly, or as a proficiency level (e.g., “proficient,” “partially proficient,” “not proficient”).

CRTs are ideal for evaluating mastery of specific learning objectives. They are commonly used to assess student progress in a particular subject area, to determine readiness for advanced coursework, or to identify specific areas where a student needs further instruction. Examples include state-mandated achievement tests designed to measure mastery of state curriculum standards and many classroom-based assessments designed to measure specific learning objectives.

Key Differences Summarized:

In conclusion, both norm-referenced and criterion-referenced tests serve valuable purposes in education. While NRTs provide a comparative snapshot of student performance relative to their peers, CRTs offer a more precise measurement of mastery against specific learning goals. Understanding these distinctions is crucial for interpreting test results accurately and using them effectively to inform educational practices.