William Cope
May Thet Khine Nyein
Obie Ellmoos.png "Nathan Luise")
Nathan Luise
Olive SabiitiAssessment for Learning MOOC’s Updates
Assessment
Norm Referenced Assessments compares results to the results of other students to their peers in the same age group. Common norm referenced tests are the SAT, and ACT college admittance assessments. These assessments often include a percentile ranking in the results. In contrast, Criterion Referenced Assessments measures student performance on a particular concept or skill learned. An example would be a pre and post unit assessment or the computerized iready assessment that adjusts as the student correctly or incorrectly answers a question.
The challenges for the norm referenced test is that it does not assess strengths of students. Student results are compared to a peer who may have different background and experiences and the assessments does not identify strengths/talents of a particular student. Since this assessment is compared to norm, the assessment cannot vary in the way in it is given to students
The criterion referenced test measures understanding of a concept, but there is a risk of classroom instruction that "teaches to the test" as opposed to effective instruction when you teach with the test in mind. These assessments can create a competition and are often referred to as High Stake Testing. These assessments can vary in how the assessment is administered.
Assessments are valuable tool s in determining a student's understanding of concepts taught and their ability to learn. Most assessments are computer based and students who have more familiarity with computers or who have taken test prep classes, may outperform students who lack those skills.
Collecting different types of data from a variety of assessments will give educators a complete picture of a student. Assessments such as performance tasks and project-based learning assess how students apply their knowledge and provide additional information on student learning that NRT and CRT miss. Although these types of assessments are time consuming, this way of assessing student in their ability to apply concepts learned which valuable information in determining students' cognitive abilities.
This is very illustrative. It also clearly differentiate norm vs criterion referenced tests. It requires tools to analyze the available data, so I think this would require a professional assistance. Historical data may also be needed to define the norm. Teaching for a long period of time would account to more experience and these experiences are valuable information that are insightful enough to a certain degree to make an analysis of the current information derived from the conduct of these tests.
Sounds really engaging analyses, with the use of imagea to make palatable.