This document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs). NRTs indicate how a pupil's performance compares to other pupils, while CRTs indicate how a pupil's performance compares to an established standard or criterion of mastery. There are key differences in how NRTs and CRTs are constructed and evaluated. The document also discusses the importance of instructional objectives in guiding teaching and developing valid tests to measure student attainment of objectives. Objectives help translate broad societal goals into specific classroom instruction and assessments.

1. Define
Where Goals
NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
EVIDENCE
God Bless
Funneling
Figure 4.1
Comparing
Difference
N&C
Stages
Validity
Y Objectives
How can
B
KInds
How can

2. NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
EVIDENCE
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NORM-REFERENCED AND CRITERION- REFERENCED TESTS
Norm-Referenced Test (NRT) indicates how a pupil’s performance
compares to that of other pupils.
Criterion-Referenced Test (CRT) indicates how a pupil’s
performance
compares to an established standard or criterion thought to
indicate mastery of a skill.

3. NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
EVIDENCE
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General
Purpose of
Testing
T
To gather information to
Help us make better
decisions about.
Special
Information
Desired
P
Place or rank
Compared to
A norm.
Level
Level of proficiency
Compared to a standard
Or criterion of mastery
Type
Of Test
Required
Norm-referenced Criterion-referenced
Relationship among the purpose of testing,
information desired
And the type of test required

4. NORM- AND CRITERION-
REFERENCED TESTS
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COMPARING NRT AND CRT
Criterion- Referenced Test must be very specific if they are to
yield information about individual skills.
The Norm-Referenced Test ,in contrast, tends to be general.
In the CRT, 80% of the students completing a unit of instruction
are expected to answer each item correctly, while in an NRT, 50%
are expected to do so.
Note: Table 4.1 illustrates differences between NRT an d
CRTs.

5. NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
EVIDENCE
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6. NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
EVIDENCE
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DIFFERENCES IN THE CONSTRUCTION OF NORM-REFERENCED
AND CRITERION-REFERENCED TESTS
Differences in the difficulty level of the items and the amount of
variability in student scores, different evaluation procedures
must be used in selecting test items.

7. NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
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NRT and CRT and Linguistic, Cultural, and Contextual
Sensitivity
NRTs compares a students performance to a norm table based
on nationally representative sample called a norm group or
Normative sample of students in the same grade and of a similar
age.
CRTs do not utilize comparisons to norm groups to obtain scores,
differences between a pupil’s background and that of the students
in the norm group are not relevant. Use of CRTs with pupil’s
from diverse backgrounds may be more appropriate—but only
if a CRT is appropriate for the purpose of testing.

8. NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
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Norm and Criterion- Referenced Test and Validity Evidence
>Teachers should have some objectives in mind when
they teach.
Short-term and Long-term objectives
Examples:
Short-term-The learners will count numbers 1-10.
Long-term- The learners will master all phases of
addition.

9. NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
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THREE-STAGE MODEL OF CLASSROOM MEASUREMENT
cONTENTContent Validity
VCV VCVSt VCV
Stage1
Instructional
Objectives
Stage 2
Instructional Activities
Stage 3
Test
1.Constructing instructional objectives.
2.Implementing instructional activities.
3.Testing to measure the attainment of the
instructional activities.

10. NORM- AND CRITERION-
REFERENCED TESTS
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WHY OBJECTIVES? WHY NOT JUST WRITE TEST ITEMS?
Instructional activities tend to vary across educational
Institutions, and they range from flexible to rigid. These
Instructional activities tend to be determined by
Instructional objectives which tend to be derived from
Educational goals and state academic standards which
Tend to reflect societal attitude and values.

11. NORM- AND CRITERION-
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WHERE DO GOALS COME FROM?
Needs and School Superintendent School Teachers
Wants of Board Administration
society
Back to basics: the flow of goals to objectives.

12. NORM- AND CRITERION-
REFERENCED TESTS
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The wants and needs
Of society
Are shared with the superintendent
Through the school board and
are translated into educational
goals by program coordinators,
and goals are then
translated into school, classroom,
and student objectives by
principals and teachers.
Broad
Aims and
Preferences
Specific
Instructional
Procedures
And outcome
The funneling of societal
Wants into objectives

13. NORM- AND CRITERION-
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KINDS OF GOALS AND OBJECTIVES
1. Behavioral Objective (specific)- it specifies an observable
measureable behavior to be exhibited, the conditions under
which it is to be exhibited, and the criterion for mastery.
2. Expressive Objective (general)- it specifies an educational
activity but does not specify the particular outcome of the
activity.

14. NORM- AND CRITERION-
REFERENCED TESTS
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HOW CAN INSTRUCTIONAL OBJECTIVE MAKE A TEACHER’S
JOB EASIER?
Instructional objectives help the teacher clarify and organize
Instruction, enabling the teacher to save time in the long run.
See table 4.2

15. NORM- AND CRITERION-
REFERENCED TESTS
AND CONTENT VALIDITY
EVIDENCE
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BLESS!
THANK YOU
AND