1. Comment: What are the social assumptions of each kind of assessment? What are the consequences for learners? For better and/or for worse, in each case?

The social assumptions for norm referenced tests and criterion referenced tests vary. The former assumes that all students are of the same age level and that human abilities are distributed along a normal bell curve, with normal distribution representing the average, high and low scorers. However, the latter assumes that a student needs to demonstrate a particular skill level to be considered capable of that performance.

Good and Bad for learners – Norm referenced testing.

It helps to depict the performance of a student in relation to other students in a community or group and helps make comparisons to enable the high achievers stand out above the rest.

They can never “fail” a test as everyone has a score to validate their performance. They are expected to be of varying capabilities and are not required to demonstrate any specific level of attainment. Learner is never disadvantaged due to a previous easy test or a more difficult test, as their score is a measure of their performance in comparison to the whole.

As the test is standardised, it gives a meaningful information on their performance, cheaper to attempt and easier to score. They are never at a risk of

However, the disadvantage is that these tests can only measure limited knowledge and progress over a period of time. The test fails to record smaller achievements or higher complex abilities like creativity or problem solving abilities. The test also only represents their performance based in comparison to a smaller set of the population and not the whole.

Norm testing can lead to lower academic expectations and never build a growth mind-set for improvement. It might also undervalue important skills and create bias in classification of learners.

Good and Bad for learners – Criterion referenced testing

Criterion referenced testing measures achievement of a learner to a set standard where in the learner needs to achieve that skill to move forward. This allows a very precise knowledge of the abilities or accomplishments of a learner and helps diagnose any deficiencies easily.

Learners are independent of each other and are not subject to competitive scores. The test results help to provide effective feedback and are easily generated through the descriptive criteria.

The pitfalls of this system being that a student needs to measure up to standards set externally. The results also cannot be applied beyond the specific realms of the course or program. Few tests also may not really be complaint with the grade level of the learner.

References:

Advantages and Limitations | K12 Academics

Advantages and Limitations | K12 Academics. (2020). Retrieved 5 April 2020, from https://www.k12academics.com/standardized-testing/norm-referenced-test/advantages-limitations

Advantages & Disadvantages of Criterion-Referenced Tests
Advantages & Disadvantages of Criterion-Referenced Tests. (2020). Retrieved 5 April 2020, from https://www.theclassroom.com/advantages-disadvantages-criterionreferenced-tests-8660938.html

What Are Some of the Advantages of the Norm Referenced Test?
What Are Some of the Advantages of the Norm Referenced Test?. (2020). Retrieved 5 April 2020, from https://www.reference.com/world-view/advantages-norm-referenced-test-363d5abb704ddcd5
Anon
(2020). Retrieved 5 April 2020, from http://www.hajmr.org/NORM%20REFERENCED

·Criterion-Referenced Tests Versus Norm-Referenced Tests: What's the Difference?

Criterion-Referenced Tests Versus Norm-Referenced Tests: What's the Difference?. (2020). Retrieved 5 April 2020, from https://www.teach-nology.com/edleadership/assessment/crittests.html

2. Make an Update: Find an example of an alternative form of assessment. Describe and analyze it.

A portfolio is an example of alternative assessment that requires the learner to display their best works and evidence of progress through drafts and process used to learn.

It provides the student a chance to demonstrate the depth of their involvement in the learning process than just a response to a question. It helps the teacher judge the quantum of progress made and check if the lesson planning was effective or require alterations.

A portfolio preparation is initiated at the beginning of the curriculum which mostly leads to physical documentation of student’s class work, planning, drafts, stages of achievement. However, portfolios may also be created using multi media.

Portfolios can also be used for collaboratively engaging with peer through comments and feedback. They supplement the instructional process than stand alone as a time driven activity. As the student’s build their own portfolio, they also develop a good judgement of criteria for expected standards in work through teacher and peer inputs.

Portfolios are a valuable tool to inform parents of an individual student’s progress.

The drawbacks of this method may be that it would be taxing on teachers or students to maintain an organised record to progress. The faculty need a good awareness of their subjects to be able to plan effectively to enable a well-structured learning experience.

The planning and reviewing involves extra demands of time. The use of multimedia brings forth technology access and storage provisions as well.

Alternative Assessment
Alternative Assessment. (2020). Retrieved 5 April 2020, from https://www.teach-nology.com/currenttrends/alternative_assessment/

Portfolio Assessment. (2020). Retrieved 5 April 2020, from https://www.teach-nology.com/currenttrends/alternative_assessment/portfolios/

Archived: STUDENT PORTFOLIOS: CLASSROOM USES. (2020). Retrieved 5 April 2020, from https://www2.ed.gov/pubs/OR/ConsumerGuides/classuse.html