Criterion-referenced assessment, domain-referenced test, norm-referenced test, and mastery test are four closely related entities pertaining to “what is criterion referenced.” A criterion-referenced assessment is an evaluation method that compares student performance against predetermined criteria or learning objectives, as opposed to comparing it to the performance of other students (norm-referenced test). This approach focuses on assessing whether students have achieved a specific level of mastery in a particular subject matter (mastery test) or domain (domain-referenced test).
Understanding Criterion-Referenced Assessment
Criterion-referenced assessment (CRA) focuses on measuring a learner’s achievement against a predetermined set of criteria or standards, rather than comparing them to other learners. This type of assessment is used to evaluate a learner’s mastery of specific learning objectives or skills.
Components of a CRA
A well-structured CRA typically includes the following components:
- Objectives: Clearly defined learning objectives that specify the skills, knowledge, or behaviors to be assessed.
- Criteria: Specific, measurable criteria that describe the expected level of performance for each objective.
- Assessment Tools: Methods used to collect data on learners’ performance, such as tests, projects, or portfolios.
- Scoring Rubrics: Guidelines that outline the specific criteria for determining the level of performance.
Structure of a Scoring Rubric
Scoring rubrics often follow a structured format to ensure consistency and objectivity in assessment:
- Levels of Performance: Define the different levels of achievement, e.g., Exceeds Expectations, Meets Expectations, etc.
- Descriptors: Describe the specific behaviors or characteristics associated with each level of performance.
- Point Values: Assign numerical values to each level of performance.
Benefits and Limitations of CRA
Benefits:
- Provides clear feedback to learners on their strengths and areas for improvement.
- Encourages individualized learning and supports learners who struggle with specific objectives.
- Can be used for diagnostic purposes to identify areas where additional support is needed.
Limitations:
- Can be time-consuming to develop and administer, especially for large classes.
- May not be suitable for all learning objectives, particularly those that involve subjective judgments or creativity.
Table: Comparison of Item Types
| Item Type | Advantages | Disadvantages |
|---|---|---|
| Multiple Choice | Objective and easy to grade | Limited opportunity for complex responses |
| Essay | Allows for more complex and extended responses | Subjective scoring, time-consuming to grade |
| Performance Task | Assesses real-world skills and abilities | Difficult to standardize and may require specialized equipment |
| Project | Encourages creativity and collaboration | Time-consuming to assess and may require significant resources |
Question 1:
What does criterion-referenced mean?
Answer:
Criterion-referenced is a measurement system where the student’s performance is evaluated against a set of predetermined criteria or objectives.
Question 2:
How does criterion-referenced assessment differ from norm-referenced assessment?
Answer:
Criterion-referenced assessment focuses on the individual student’s progress relative to defined criteria, while norm-referenced assessment compares the student’s performance to the performance of a normative group.
Question 3:
What are the benefits of using criterion-referenced assessments?
Answer:
Criterion-referenced assessments provide specific information about students’ mastery of specific skills or knowledge, facilitate personalized instruction, and allow for the establishment of clear expectations.
Thanks for sticking with me through this little journey into the world of criterion-referenced assessment. I hope you found it helpful and informative. If you have any more questions, feel free to drop me a line. And be sure to check back in the future for more educational tidbits. Until next time, keep learning and growing!