Nursing Education

1. DEPARTMENTAL SEMINAR ON
CRITERION AND NORM
REFERENCED EVALUATION
CHAIRPERSON
Dr. SAILAXMI GANDHI
Assistant Professor
Department of Nursing
NIMHANS
PRESENTER
Mr. JINTO PHILIP
I MSc NURSING
Department of Nursing
NIMHANS
DATE: 31/08/2010, 2-3 PM
VENUE: ARTS THEATRE

2. CRITERION AND NORM
REFERENCED EVALUATION

3. • Education
• Evaluation
• Educational Evaluation

4. Based on frequency of conducting evaluation
a) Formative Evaluation
b) Summative Evaluation
 Based on nature of measurement
a) Maximum performance evaluation
b) Typical performance evaluation
 Based on method of interpreting results
a) Criterion-referenced evaluation
b) Norm-referenced evaluation

5. • A raw test score is meaningless without a
framework for interpretation. When people
take an assessment, it’s important for them
to understand the implications of their
scores, particularly when passing or failing
make a major difference in their lives. There
are two ways to score an assessment. These
are referred to as criterion referenced and
norm referenced.

6.  DEFINITION

9. • MASTERY LEVEL LEARNING
• DEVELOPMENTAL LEVEL LEARNING

10. 1. Preliminary considerations
2. Review of content domain/ behaviors of
interest
3. Item/task writing and preparation of any
scoring rubrics that are needed
4. Assessment of content validity
5. Revision of test items/tasks
6. Field test administration

11. 7. Revision to test items or tasks
8. Test assembly
9. Selection of performance standards
10. Pilot test administration
11. Preparation of manuals
12. Additional technical data collection

12. CHARACTERISTICS OF CRITERION-REFERENCED
TEST
USES OF CRITERION REFERENCED TEST
LIMITATIONS OF CRITERION REFERENCED TEST
ADMINISTRATION
TEST-LAYOUT
RELIABILITY
CUT-OFF SCORES
VALIDITY

13. DEFINITION

15. Scores Number of candidates
0% and above 1,500
77% or above 1,318
78% or above 1,214
78.1% or above 1,156
78.2% or above 1,034
78.3% or above 1,028
78.4% or above 1,015
78.5% or above 1,004
78.6% or above 1,000
78.7% or above 998
78.8% or above 993
78.9% or above 982
79% or above 961

16. 1. Design stage
2. Development stage
3. Conducting field test
4. Developing test norms
5. Writing test manuals

17. CHARACTERISTICS OF NORM-REFERENCED
TEST
USES OF NORM-REFERENCED TEST
LIMITATIONS OF NORM-REFERENCED TEST
RELIABILITY
VALIDITY

18. SIMILARITIES
1. Achievement domain is measured in
both.
2. Same types of items can be used in both.
3. Same rules are followed for writing items
in both excepting the item of difficulty.
4. Sample of test items should be relevant
and representative in both.

19. • DIFFERENCES
Dimension
Criterion-Referenced
Tests
Norm-Referenced
Tests
Purpose
To determine whether each student has achieved
specific skills or concepts.
To find out how much students know before
instruction begins and after it has finished.
To rank each student with respect to the
achievement of others in broad areas of knowledge.
To discriminate between high and low achievers.
Content
Measures specific skills which make up a designated
curriculum. These skills are identified by teachers
and curriculum experts.
Each skill is expressed as an instructional objective.
Measures broad skill areas sampled from a variety of
textbooks, syllabi, and the judgments of curriculum
experts.
Item
Characteristics
Each skill is tested by at least four items in order to
obtain an adequate sample of student
performance and to minimize the effect of guessing.
The items which test any given skill are parallel in
difficulty.
Each skill is usually tested by less than four items.
Items vary in difficulty.
Items are selected that discriminate between high
and low achievers.
Score
Interpretation
Each individual is compared with a preset standard
for acceptable achievement. The performance of
other examinees is irrelevant.
A student's score is usually expressed as a
percentage.
Student achievement is reported for individual skills.
Each individual is compared with other examinees and
assigned a score--usually expressed as a percentile, a
grade equivalent score, or a stanine.
Student achievement is reported for broad skill areas,
although some norm-referenced tests do report student
achievement for individual skills.

20. 1. Comprehensive practicum evaluation across
a nursing programme
2. Seeking quality in criterion-referenced
assessment
3. Criterion-referenced and norm-referenced
assessment of minority group children

21. CONCLUSION