For example, at the end of a history class' unit on the Revolutionary War, a summative test would asses how much the student had retained about this critical period in the nation's history. It would measure the student's effort and the teacher's relative success in imparting knowledge to the student. In contrast, a formative assessment like a quiz measures what is currently being taught in class. It measures the student's learning as a work-in-progress, to show the teacher what the student does or does not understand. It functions as a potential wake-up call for the student, in terms of his or her present state of learning. In math or foreign language classes, it is essential the teacher knows if the student is uncertain about...
Formative assessments are particularly critical in these two areas of teaching.
Distinguish terms 'criterion -- referenced assessment' 'norm-referenced assessment'. Robert Glaser's 1963 paper "Instructional Technology and the Measurement of Learning Outcomes" marked a watershed in psychometrics, the measurement of educational effectiveness. Glaser's innovation came through classifying two particular means of comparing test outcomes, and his definitions continue to drive controversial change in the provision of education across the United States to this day. The No Child Left Behind Act of 2001 represents
Norm- Versus Criterion-Referenced Tests The difference between norm- and criterion-referenced tests is that the former compares test scores to a reference group, while the latter compares test scores to a performance standard. Norm-referenced tests are quite common. For example, student reading performance in primary schools may be compared to the mean score for all children of the same age. The norm comparison group would likely consist of all students within a
tests (CRTs) and scales vs. norm-Referenced Criterion-referenced tests (CRTs) are often the preferred method of assessing the performance of many practitioners in the healthcare and 'helping' professions such as nursing. An example of a criterion-based objective is that a student mastered 90% of the terms on a particular test (McDonald 2002). The NCLEX (National Council Licensure Examination) for nurses is an example of such a test: all nurses that pass
Major and minor scales, and chromatic scale from low E. To high C. 2. A slow etude. 3. One movement from a sonata or concerto comparable in difficulty to the Sonata by Wanhal or the Concerto No.3 by Stamitz. Students age 14 and older: 1. Major, minor and chromatic scales. 2. An etude comparable to those by C. Rose 3. One movement from a piece comparable in difficulty to the Concerto in a Major, K.
Limitations of Norms in Psychological Testing Tests that are norm-referenced provide a number of benefits over non-norm-referenced tests. Psychological tests enable the gathering of valuable information about individual functioning for many different areas. Most norm-referenced tests are relatively quick to administer, such that a psychologist can obtain a sampling of behavior with a small investment of time and resources. A primary advantage of psychological testing is that rich and detailed information
Norm- Referenced Tests Descriptions Criterion-referenced tests make possible the translation of scores in statement form regarding expected behavior of students relating to specific subject matter. A norm-referenced test (NRT) is an assessment method that estimates the position of the assessed individual in a predefined group in regard to the evaluated trait. Purpose of Tests To find out if every student has gained specific skills or concepts. To determine the level of knowledge of the students before
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