Norm-referenced and Criterion referenced. Norm-referenced testing

There are two types of standardized tests: Norm-referenced and Criterion referenced. Norm-referenced testing measures performance relative to all other students taking the same test. It lets you know how well a student did compare to the rest of the testing population. For example, if a student is ranked in the 86th percentile, that means he/she did better than 86 percent of others who took the test. This type of testing is the most common found among standardized testing. Criterion referenced testing measures factual knowledge of a defined body of material. Multiple-choice tests that people take to get their license or a test in fractions are both examples of this type of testing. In addition to the two main categories of standardized tests, these tests can be divided even further into performance tests or aptitude tests. Performance tests are assessments of what learning has already occurred in a particular subject area, while aptitude tests are assessments of abilities or skills considered important to future success in school. Intelligence tests are also standardized tests that aim to determine how a person can handle problem solving using higher level cognitive thinking. Often just called an IQ test for common use, a typical IQ test asks problems involving pattern recognition and logical reasoning. It then takes into account the time needed and how many questions the person completes correctly, with penalties for guessing. Specific tests and how the results are used change from district to district but intelligence testing is common during the early years of schooling.

(b) Advantages
• It can be obtained easily and available on researcher’s convenience.
• It can be adopted and implemented quickly.
• It reduces or eliminates faculty time demands in instrument development and grading.
• It helps to score objectively.
• It can provide the external validity of test.
• It helps to provide reference group measures.
• It can make longitudinal comparisons.

• It can test large numbers of students.
(c) Disadvantages
• It measures relatively superficial knowledge or learning.
• Norm-referenced data may be less useful than criterion-referenced.
• It may be cost prohibitive to administer as a pre- and post-test.
• It is more summative than formative (may be difficult to isolate what changes are needed).
• It may be difficult to receive results in a timely manner.