ERIC Number: ED109223
Record Type: RIE
Publication Date: 1975-May-1
Reference Count: 0
A Comparison of Criterion and Norm-Referenced Assessment for the Purposes of Decision-Making.
Stetz, Frank P.
While much has been written on the topic of criterion-referenced testing and consequently its comparison with norm-referenced testing, measurement specialists have not as readily approached the subject of the implications involved in reporting such test information. The purposes of this paper are to (1) draw distinctions between criterion and norm-referenced assessment; (2) delineate the purposes for which uses of test information are employed; and (3) evaluate the usefulness of criterion and norm-referenced measurement in providing the necessary data for each test information use. The six major uses of test information included in the study are: prognosis, diagnosis of learning difficulty, student growth, student achievement, program evaluation and research. The six uses of test information outlined above constitute the basic requirement needs of measurement specialists. In an earlier work, Cronbach (1949), classified testing under three main headings: prognosis, diagnosis, and research; three additional uses of test information have been added: growth, achievement and program evaluation. Such an evaluation should hopefully provide school personnel with the understanding of the distinction between the types of information available from both criterion and norm-referenced testing. Such knowledge should help to promote the understanding that certain measurement information is better assessed by one type of assessment tool rather than the other depending upon the decision-making purpose in question. (Author/DEP)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the New England Educational Research Organization (Provincetown, Mass., May 1, 1975); Not available in hard copy due to marginal legibility of original document