Criterion-referenced versus norm-referenced tests as two distinct assessment purposes¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The brief organizes its comparison around a distinction between two test purposes. "The ISAT and other tests that are constructed to measure students' performance on specific subject matter content are called Criterion-Referenced Tests (CRTs)," indicating whether students demonstrate pre-determined mastery of state-defined standards. The ITBS, by contrast, "is designed to compare students to a nationally representative group on widely acknowledged basic skills," making it a Norm-Referenced Test scored relative to other students rather than to content material. This framework underpins the brief's analysis of content, scoring, cut scores, and growth measurement.

Design Implications¶

Context¶

Requirements¶

• Distinguishing the two types requires knowing a test's intended purpose: measurement against defined content standards versus comparison to a national average.

Constraints¶

• The brief notes the two purposes are "different but not mutually exclusive," and that the ITBS, spanning all grades on a continuous scale, supports measuring annual growth while the ISAT, given only at benchmark grades without a unitary underlying scale, does not.

Target Learners¶

• Elementary students in grades three through eight

Target Learning Objectives¶

• Reading comprehension
• Mathematics achievement

Claims¶

• Itbs Computation Isat Higher Order Math Content [+M]

Related Theories¶

• Criterion-referenced versus norm-referenced grading as two competing conceptions of grading
• Criterion-referenced testing: tests deliberately constructed so scores tell what behaviors individuals can demonstrate
• Taxonomy of approaches to achievement/performance evaluation: norm-referenced, criterion-referenced, time-referenced, and stage-referenced

Examples¶

• Criterion- and Norm-Referenced Testing
• Competency-Based Learning

Key Sources¶

• Easton, J. Q., Correa, M., Luppescu, S., Park, H.-S., Ponisciak, S., Rosenkranz, T., & Sporte, S. (2003). How Do They Compare? ITBS and ISAT Reading and Mathematics in the Chicago Public Schools, 1999 to 2002. Consortium on Chicago School Research. https://www.consortium-chicago.org/publications/briefs/onlineresources.html