Criterion-referenced test
Encyclopedia
A criterion-referenced test is one that provides for translating test scores into a statement about the behavior
to be expected of a person with that score or their relationship to a specified subject matter. Most tests and quizzes written by school teachers are criterion-referenced tests. The objective is simply to see whether the student has learned the material. Criterion-referenced assessment can be contrasted with norm-referenced assessment and ipsative assessment.
Criterion-referenced testing was a major focus of psychometric research in the 1970s.
, where the examinee passes if their score exceeds the cutscore and fails if it does not (often called a mastery test). The criterion is not the cutscore; the criterion is the domain of subject matter that the test is designed to assess. For example, the criterion may be "Students should be able to correctly add two single-digit numbers," and the cutscore may be that students should correctly answer a minimum of 80% of the questions to pass.
The criterion-referenced interpretation of a test score identifies the relationship to the subject matter. In the case of a mastery test, this does mean identifying whether the examinee has "mastered" a specified level of the subject matter by comparing their score to the cutscore. However, not all criterion-referenced tests have a cutscore, and the score can simply refer to a person's standing on the subject domain. Again, the ACT is an example of this; there is no cutscore, it simply is an assessment of the student's knowledge of high-school level subject matter.
Because of this common misunderstanding, criterion-referenced tests have also been called standards-based assessment
s by some education agencies, as students are assessed with regards to standards that define what they "should" know, as defined by the state.
. Unlike a criterion-reference test, a norm-referenced test
indicates whether the test-taker did better or worse than other people who took the test.
For example, if the criterion is "Students should be able to correctly add two single-digit numbers," then reasonable test questions might look like "
" or "
" A criterion-referenced test would report the student's performance strictly according to whether the individual student correctly answered these questions. A norm-referenced test would report primarily whether this student correctly answered more questions compared to other students in the group.
Even when testing similar topics, a test which is designed to accurately assess mastery may use different questions than one which is intended to show relative ranking
. This is because some questions are better at reflecting actual achievement of students, and some test questions are better at differentiating between the best students and the worst students. (Many questions will do both.) A criterion-referenced test will use questions which were correctly answered by students who know the specific material. A norm-referenced test will use questions which were correctly answered by the "best" students and not correctly answered by the "worst" students (e.g. Cambridge University's pre-entry 'S' paper).
Some tests can provide useful information about both actual achievement and relative ranking. The ACT provides both a ranking, and indication of what level is considered necessary to likely success in college. Some argue that the term "criterion-referenced test" is a misnomer, since it can refer to the interpretation of the score as well as the test itself. In the previous example, the same score on the ACT can be interpreted in a norm-referenced or criterion-referenced manner.
s and licensure testing where the test must be passed to work in a profession, such as to become a physician or attorney. However, being a high-stakes test is not specifically a feature of a criterion-referenced test. It is instead a feature of how an educational or government agency chooses to use the results of the test.
Behavior
Behavior or behaviour refers to the actions and mannerisms made by organisms, systems, or artificial entities in conjunction with its environment, which includes the other systems or organisms around as well as the physical environment...
to be expected of a person with that score or their relationship to a specified subject matter. Most tests and quizzes written by school teachers are criterion-referenced tests. The objective is simply to see whether the student has learned the material. Criterion-referenced assessment can be contrasted with norm-referenced assessment and ipsative assessment.
Criterion-referenced testing was a major focus of psychometric research in the 1970s.
Definition of criterion
A common misunderstanding regarding the term is the meaning of criterion. Many, if not most, criterion-referenced tests involve a cutscoreCutscore
A cutscore, also known as a passing score or passing point, is a single point on a score continuum that differentiates between classifications along the continuum...
, where the examinee passes if their score exceeds the cutscore and fails if it does not (often called a mastery test). The criterion is not the cutscore; the criterion is the domain of subject matter that the test is designed to assess. For example, the criterion may be "Students should be able to correctly add two single-digit numbers," and the cutscore may be that students should correctly answer a minimum of 80% of the questions to pass.
The criterion-referenced interpretation of a test score identifies the relationship to the subject matter. In the case of a mastery test, this does mean identifying whether the examinee has "mastered" a specified level of the subject matter by comparing their score to the cutscore. However, not all criterion-referenced tests have a cutscore, and the score can simply refer to a person's standing on the subject domain. Again, the ACT is an example of this; there is no cutscore, it simply is an assessment of the student's knowledge of high-school level subject matter.
Because of this common misunderstanding, criterion-referenced tests have also been called standards-based assessment
Standards-based assessment
A standards based test is one based on the outcome-based education or performance-based education philosophy. Assessment is a key part of the standards reform movement. The first part is to set new, higher standards to be expected of every student. Then the curriculum must be aligned to the new...
s by some education agencies, as students are assessed with regards to standards that define what they "should" know, as defined by the state.
Comparison of criterion-referenced and norm-referenced tests
Both terms criterion-referenced and norm-referenced were originally coined by Robert GlaserRobert Glaser
Robert Glaser is an American educational psychologist, who has made significant contributions to theories of learning and instruction...
. Unlike a criterion-reference test, a norm-referenced test
Norm-referenced test
A norm-referenced test is a type of test, assessment, or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured. This estimate is derived from the analysis of test scores and possibly other relevant data...
indicates whether the test-taker did better or worse than other people who took the test.
For example, if the criterion is "Students should be able to correctly add two single-digit numbers," then reasonable test questions might look like "
" or "" A criterion-referenced test would report the student's performance strictly according to whether the individual student correctly answered these questions. A norm-referenced test would report primarily whether this student correctly answered more questions compared to other students in the group.Even when testing similar topics, a test which is designed to accurately assess mastery may use different questions than one which is intended to show relative ranking
Ranking
A ranking is a relationship between a set of items such that, for any two items, the first is either 'ranked higher than', 'ranked lower than' or 'ranked equal to' the second....
. This is because some questions are better at reflecting actual achievement of students, and some test questions are better at differentiating between the best students and the worst students. (Many questions will do both.) A criterion-referenced test will use questions which were correctly answered by students who know the specific material. A norm-referenced test will use questions which were correctly answered by the "best" students and not correctly answered by the "worst" students (e.g. Cambridge University's pre-entry 'S' paper).
Some tests can provide useful information about both actual achievement and relative ranking. The ACT provides both a ranking, and indication of what level is considered necessary to likely success in college. Some argue that the term "criterion-referenced test" is a misnomer, since it can refer to the interpretation of the score as well as the test itself. In the previous example, the same score on the ACT can be interpreted in a norm-referenced or criterion-referenced manner.
Relationship to high-stakes testing
Many criterion-referenced tests are also high-stakes tests, where the results of the test have important implications for the individual examinee. Examples of this include high school graduation examinationHigh school graduation examination
A high school graduation examination is a test that students must pass to receive a diploma and graduate from high school. These are usually criterion-referenced tests which were implemented as part of a comprehensive standards-based education reform program which sets into place new standards...
s and licensure testing where the test must be passed to work in a profession, such as to become a physician or attorney. However, being a high-stakes test is not specifically a feature of a criterion-referenced test. It is instead a feature of how an educational or government agency chooses to use the results of the test.
See also
- Concept inventoryConcept inventoryA concept inventory is a criterion-referenced test designed to evaluate whether a student has an accurate working knowledge of a specific set of concepts. To ensure interpretability, it is common to have multiple items that address a single idea...
- Constructive alignmentConstructive alignmentConstructive alignment is a principle used for devising teaching and learning activities, and assessment tasks, that directly address the learning outcomes intended in a way not typically achieved in traditional lectures, tutorial classes and examinations . Constructive alignment was devised by...
- Educational assessment
- Ipsative assessment
- Norm-referenced assessment
- PsychometricsPsychometricsPsychometrics is the field of study concerned with the theory and technique of psychological measurement, which includes the measurement of knowledge, abilities, attitudes, personality traits, and educational measurement...
- Standardized testStandardized testA standardized test is a test that is administered and scored in a consistent, or "standard", manner. Standardized tests are designed in such a way that the questions, conditions for administering, scoring procedures, and interpretations are consistent and are administered and scored in a...
External links
- A webpage about instruction that discusses assessment