Norm-based testing is a type of test that evaluates the knowledge and abilities of one test subject compared to others. Criteria-based testing tests the power of the test taker to understand the current training program (Olatoye, 2018). These types of tests are both designed to monitor the level of knowledge of students, but they have significant differences. They contrast directly in the evaluation criteria themselves, in the interpretation of the results of the evaluation, and in the results obtained.
The norm-based test helps to evaluate the effectiveness of the test takers, both one against each other and a group against another group. The test is designed to separate the successful students from the underachievers. The topics of this text vary in general and are not tied to a specific curriculum (Dutta, 2020). In addition to the difference in issues, this test is also characterized by different complexity of questions. The results are interpreted as a percentage; that is, if one of the students scored 90%, it means that they are better than 90% of the other students. The norm-based test is conducted only in a standardized format. Such testing can be used in the classroom to understand which part of the students can study according to a complicated program and which part of the students should focus on expanding their horizons.
The criteria-based test has significant differences in almost every direction. This test is usually conducted after the teacher has outlined the lesson’s topic, identified the main aspects and theses, and given explanations to students (Pereira et al., 2018). The test helps the teacher assess how practical the class was for a particular student. If the previous type of testing helped to determine knowledge in different directions, then this type of test aims to assess students’ learning after a specific lesson. The criteria-based test does not have a standardized form, and the results are interpreted based on the number of correct answers of the test taker. This type of testing can be used to test students’ assimilation of the current curriculum and, in case of low indicators, go through training again and sort out incomprehensible aspects of the lesson.
References
Dutta, P. (2020). Criterion and norm referenced tests. AlphaPlus. Web.
Olatoye, M. (2018). Enhancing assessment and appropriateness of criterion-referenced assessment in continuous assessment in sciences and mathematics classes. Journal Of Education, 5(1), 69-77. Web.
Pereira, A., Woods, M., Olson, A., van den Hoogenhof, S., Duffy, B., & Englander, R. (2018). Criterion-based assessment in a norm-based world: How can we move past grades? Academic Medicine, 93(4), 560-564. Web.