NORM- AND CRITERION-REFERENCED TESTS AND CONTENT VALIDITY EVIDENCE

Define

Where Goals

NORM- AND CRITERION-REFERENCED TESTSAND CONTENT VALIDITY EVIDENCE

God Bless

Funneling

Figure 4.1

Comparing

Difference

N&C

Stages

Validity

Y Objectives

How can

B

KInds

How can


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NORM-REFERENCED AND CRITERION- REFERENCED TESTS

Norm-Referenced Test (NRT) indicates how a pupil’s performancecompares 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.


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GeneralPurpose ofTesting

TTo gather information to Help us make betterdecisions about.

SpecialInformationDesired

PPlace or rankCompared toA norm.

Level

Level of proficiencyCompared to a standardOr criterion of mastery

Type Of TestRequired

Norm-referenced Criterion-referenced

Relationship among the purpose of testing,information desired

And the type of test required


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COMPARING NRT AND CRTCriterion- Referenced Test must be very specific if they are toyield 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 instructionare 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.


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DIFFERENCES IN THE CONSTRUCTION OF NORM-REFERENCEDAND CRITERION-REFERENCED TESTS

Differences in the difficulty level of the items and the amount of variability in student scores, different evaluation proceduresmust be used in selecting test items.


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NRT and CRT and Linguistic, Cultural, and Contextual Sensitivity

NRTs compares a students performance to a norm table basedon nationally representative sample called a norm group orNormative sample of students in the same grade and of a similarage.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’sfrom diverse backgrounds may be more appropriate—but onlyif a CRT is appropriate for the purpose of testing.


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Norm and Criterion- Referenced Test and Validity Evidence

>Teachers should have some objectives in mind whenthey teach.Short-term and Long-term objectivesExamples:

Short-term-The learners will count numbers 1-10.Long-term- The learners will master all phases of

addition.


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THREE-STAGE MODEL OF CLASSROOM MEASUREMENT

cONTENTContent Validity

VCV VCVSt VCVStage1Instructional Objectives

Stage 2Instructional Activities

Stage 3Test

1.Constructing instructional objectives.2.Implementing instructional activities.3.Testing to measure the attainment of the

instructional activities.


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WHY OBJECTIVES? WHY NOT JUST WRITE TEST ITEMS?

Instructional activities tend to vary across educationalInstitutions, and they range from flexible to rigid. TheseInstructional activities tend to be determined by Instructional objectives which tend to be derived fromEducational goals and state academic standards whichTend to reflect societal attitude and values.


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WHERE DO GOALS COME FROM?

Needs and School Superintendent School TeachersWants of Board Administrationsociety

Back to basics: the flow of goals to objectives.


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The wants and needsOf society

Are shared with the superintendentThrough the school board and

are translated into educationalgoals by program coordinators,and goals are then

translated into school, classroom, and student objectives by

principals and teachers.

BroadAims andPreferences

SpecificInstructionalProceduresAnd outcome

The funneling of societalWants into objectives


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KINDS OF GOALS AND OBJECTIVES

1. Behavioral Objective (specific)- it specifies an observablemeasureable 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 educationalactivity but does not specify the particular outcome of the activity.


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HOW CAN INSTRUCTIONAL OBJECTIVE MAKE A TEACHER’SJOB EASIER?

Instructional objectives help the teacher clarify and organizeInstruction, enabling the teacher to save time in the long run.

See table 4.2


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GOD

BLESS!

THANK YOU

AND