Criterion and Norm - Referenced Interpretations and the Four Frames of Reference
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This presentation is all about knowing Criterion and Norm-referenced interpretations. This presentation will give you an idea when are tests considered needing criterion or norm-referenced descriptions. The four frames of reference are also discussed here. Assessment of Learning 1 Lesson
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Criterion and Norm - Referenced Interpretations and the Four Frames of Reference
- 4. Recognize when are criterion and norm-referenced preferable
- 5. Identify qualities desired in criterion and norm-referenced tests
- 7. Test Result
- 8. 25 Score:
- 9. he cant help but ask questions like… 25
- 11. 25 Score: Is this a high or a low score?
- 12. 25 Score: If I got this score, how did others do?
- 13. 25 Score: Is this score high or low enough with respect to what I can do?
- 14. 25 Score: Does this score mean I have improved?
- 15. 25 Score: What does this score mean in terms of what I cannot do?
- 16. Basically, the student needs a frame of reference to interpret the score
- 17. What are the four
- 18. We will consider four approaches to interpreting student performance
- 20. Ability - referenced a student’s performance is interpreted in light of that student’s maximum possible performance
- 22. Growth - referenced student performance is compared with the student’s prior performance
- 24. Norm - referenced comparing the student’s performance with that of others or with the typical performance of the student
- 26. Criterion - referenced meaning is provided by describing what the student can and cannot do
- 27. Which of the four are the most useful ?
- 28. This presentation emphasizes criterion –referenced norm-referenced interpretations
- 29. This presentation emphasizes criterion –referenced norm-referenced interpretations
- 31. Criterion - referenced means that a score is being interpreted in terms of the skills the test measures.
- 37. Norm - referenced means comparing a student’s performance with the typical range of performances
- 43. When do we use the right
- 44. The type of evaluation often influences the reference used for the interpretation
- 45. Forinstance,measuresused for summative evaluations may involve content too broad to be well defined
- 46. Forinstance,measuresused for summative evaluations may involve content too broad to be well defined
- 47. Forinstance,measuresused for preliminary evaluations may occur in the absence of norms
- 48. Forinstance,measuresused for preliminary evaluations may occur in the absence of norms
- 51. When preliminary evaluations involve general or overall assessments of students’ knowledge and attitudes
- 52. If the preliminary evaluations have a well-defined domain
- 55. Usually are criterion- referenced because they include knowing what a student can and cannot do
- 56. If you want to know whether a student’s problem is typical, then norm-referenced is the option
- 59. Since in formative evaluation, you determine what the student can and cannot do, then opt for criterion
- 60. It becomes norm- referenced when the evaluation is compared to previous outcomes
- 63. They usually are norm- referenced because they use general or global content domains
- 64. If the sample works have a well-defined domain, criterion-referenced interpretations are possible
- 65. What are the in criterion and norm referenced tests ?
- 67. 2
- 68. 3
- 79. Recognize when are criterion and norm-referenced preferable
- 80. Identify qualities desired in criterion and norm-referenced tests
- 81. Hare Krishna!
- 82. 1.Claudio Guglieri thepatternlibrary.com/#kale-salad thepatternlibrary.com/#chalkboard 2. Anton Reponen thepatternlibrary.com/#fancy-pants 3. Julien Renvoye thepatternlibrary.com/#shattered-island
- 83. 1. Mr. Eugene Cheng Slideshare.net/itseugene 2. Mr.Jesse Desjardins Slideshare.net/jessedee 3. Mr. Paul Brown Slideshare.net/paulgordonbrown 4. Mr. Trey Parker and Mr. Matt Stone South Park