Criterion- Referenced Assessment Overview

C. Loder

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.

ObjectiveProvide an overview of the test development

during the Instruction Design Process.

Learner OutcomeDevelop a better understanding of

the Criterion-Referenced Assessment

Four Types of Criterion-

Referenced Tests

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.

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

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

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

Two Terms to KnowTest Design

Mastery Levels

A Test Design is the format in which

learning will be tested. This includes the type of format and medium.

A mastery levelcan be defined as a skill level

where the overall instruction on a topic has already been mastered.

Four Types of Test Item Criteria

Goal Centered CriteriaTest items, tasks, concepts, and actions should be linked with

performance objectives. The format of the objective is important when defining mastery level behavior.

Learner Centered CriteriaTesting 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.

Context Centered CriteriaThe 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.

Assesment Centered CriteriaThis 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.

Objective TestsThis 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.

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.

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.

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.

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.

Alternative Assessment Instruments for Performances, Products, and

Attitudes

“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..."

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

RubricAccording 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.

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.

RubricFive 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.

RubricFive 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...