Criterion-Referenced Assessment Review

1. Criterion- Referenced
Assessment Overview
C. Loder

2. What is Criterion- Referenced
Assessment?
According to Dick and Carey(2015), it is
an instrument composed of items or
performance tasks that directly
measure skills described in one or
more performance objectives.

3. Objective
Provide an overview of the test
development during the Instruction
Design Process.
Learner Outcome
Develop a better understanding of the
Criterion-Referenced Assessment

4. Four Types of
Criterion- Referenced
Tests

5. Entry Skills Tests
These testes gauge a learners entry level skills. These
entry level skills include skills called prerequisites ,which
are abilities that should be mastered before receiving
new instruction.

6. Pretests
These test are used to measure efficiency of the learners
previous instruction. They are adminstered before to the
learner before new instruction.

7. Practice Tests
Learners are able to use these test to assess their level of
learnering. These test help learners to follow learning
objecitves.

8. Posttests
A post test is used to measure if objectives were reached
during instruction. Instructors often use these test to
measure comprehensive learning and learner
performance.

9. Two Terms to Know
Test Design
Mastery Levels

10. A Test Design
is the format in which
learning will be tested. This includes the
type of format and medium.

11. A mastery level
can be defined as a skill level
where the overall instruction on
a topic has already been mastered.

12. Four Types of
Test Item Criteria

13. Goal Centered Criteria
Test items, tasks, concepts, and actions should be linked with
performance objectives. The format of the objective is important
when defining mastery level behavior.

14. Learner Centered Criteria
Testing under this criterion is focused on the learner and his or her
entry level skills. Some examples of these skills include: vocabulary,
interests, background, special needs and bias.

15. Context Centered Criteria
The environment or context in which the learner will use the
information is the center. The aim is to make the tasks and
requirements as closely linked to the actual performance setting as
possible.

16. Assesment Centered Criteria
This type of criteria uses a traditional assessment format including
more common criteria. Assessments are focused on skills such as
correct spelling and punctuation alongside proper grammar and
sentence structure.

17. Objective Tests
This testing format is one of them most
popular. Its design allows for learners to be
scored easily and quickly using a correct or
incorrect formatting. Types of test include fill
in the blank, true or false, matching, multiple
choice and short answer.

18. Objective Testing: Keep In Mind
I
Sequencing Items - Considering the most
important reason for testing is to gauge
learner performance, there is no set order for
question. However, for optimum learner
performance clustering questions by
categories is suggested.

19. Objective Testing: Keep In Mind
II
Written Directions - When using a written test
format, it is good to have two sets of
instructions. There should be an introductory
set of instructions that will give overall
direction and sectional directions to clarify
and guide throughout testing.

20. Objective Testing: Keep In Mind
III
1) Test title should reference the content
the learner is being test on
2) The objectives and performance task
that are being tested should be stated, a
brief statement is best.

21. Objective Testing: Keep In Mind
III
3) Limitation on the testing format
should be clearly stated. Appropriate
materials should be suggested, such as
types of pencils, calculators, and etc., as
well as time limits being clearly defined.

22. Alternative Assessment Instruments for
Performances, Products, and Attitudes

23. “Developing alternative assessment
instruments used to measure performance,
products, and attitudes does not involve
writing test items per se, but instead requires
writing directions to guide the learners’
activities..."

24. Rubric
The development of a rubric will help with
the evaluation of the learners’
performance and/or other aspects that
need testing.

25. Rubric
According to Dick and Carey (2015), there are 5 steps used when
developing a rubric:
1. Identify the elements to be evaluated.
2. Paraphrase each element
3. Sequence the elements on the instrument.
4. Select the type of judgement to be made by the evaluator
5. Determine how the instrument will be scored.

26. Portfolio Assessments
This form of assessment includes an
overall collaboration of work from a
learner. Items included in a portfolio will
show a learners progress from the pretest
to posttest point of learning.

27. Rubric
Five Criteria for Portfolio Assessment (Dick & Carey, 2015)
1. Instructional goals and objectives... should be very important
and warrant the increased time required for this assessment
format.
2. The work samples must be anchored to specific instructional
goals and performance objectives.

28. Rubric
Five Criteria for Portfolio Assessment (Dick & Carey, 2015)
3. The work samples should be the criterion-referenced
assessments that are collected during the process of instruction.
4. The assessments are the regular pretests and posttests...and
typically no special tests are created...
5. Each regular assessment is accompanied by its rubric with
students’ responses evaluated and scored...