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Module
9, Session1
Activity 4
Directions:Ý The following is a chart that compares norm-referenced and
criterion-referenced tests.Ý The
purpose of the assessment is provided on the left.Ý You are to indicate (a) the type of test, whether norm-or criterion-referenced,
(b) an example of the test, and (c) the primary users of the tests.Ý
This is an adaptation of a chart prepared by Prince George
County Public Schools and can be found in Ruder
& Schafer (2002, pp. 24 -25).Ý
Purpose
of test |
Test
type |
Example |
Users
of test |
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1.Ý
To
track achievement of a cohort of students through the system
or area to determine the extent to which their achievement
improves over time. |
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2.Ý To
assess the extent to which a given student is learning the
essential objectives of the school system's curriculum and,
subsequently, to adjust instruction for that student. |
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3.Ý
To assess the extent to which students
in a single grade level (at district, building, or classroom
level) have mastered the essential objectives of the school
system's curriculum. |
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Purpose
of test |
Test
type |
Example |
Users
of test |
4.Ý
To compare achievement of subgroups of local students
to achievement of similar subgroups in the nation, state,
or other districts in a given year. |
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5.Ý
To compare achievement of one local school's student
subgroup (e.g. sex, race, or age) to achievement of another
such subgroup in a given year to determine the equity of
educational outcomes. |
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6.Ý To compare achievement of local students
to achievement of students in the nation, state, or other
districts in a
given year.
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7.Ý How are norm-referenced and criterion-referenced
assessments used in alternative classroom settings?Ý How might they be used better?
8.Ý What are the at least 2 pros and 2 cons of
using norm-referenced and criterion-referenced assessments in
alternative classrooms settings?
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San José State University |