Page 189 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Unit 14 : Criterion Referenced Test

For example, it might be determined that 80% of the candidates are classified in the same Notes
way by parallel forms of a criterion-referenced test administered with little or no instruction
in between test administrations. This is similar to parallel form reliability for a norm-
referenced test except the focus with criterion-referenced tests is on the decisions rather than
the scores. Because parallel form administrations of criterion-referenced tests are rarely
practical, over the years methods have been developed to obtain single administration
estimates of decision consistency that are analogous to the use of the corrected split-half
reliability estimates with norm-referenced tests.
(iv) With criterion-referenced tests, the focus of validity investigations is on (1) the match between
the content of the test items and the knowledge or skills that they are intended to measure,
and (2) the match between the collection of test items and what they measure and the
domain of content that the tests are expected to measure. The “alignment” of the content of
the test to the domain of content that is to be assessed is called content validity evidence. This
term is well known in testing practices.
Many criterion-referenced tests are constructed to assess higher-level thinking and writing
skills, such as problem solving and critical reasoning. Demonstrating that the tasks in a test
are actually assessing the intended higher-level skills is important, and this involves
judgments and the collection of empirical evidence. So, construct validity evidence too
becomes crucial in the process of evaluating a criterion referenced test.
(v) Probably the most difficult and controversial part of criterion-referenced testing is setting
the performance standards, i.e., determining the points on the score scale for separating
candidates into performance categories such as “passers” and “failers.” The challenges are
great because with criterion-referenced tests in education, it is common on state and national
assessments to separate candidates into not just two performance categories, but more
commonly, three, four, or even five performance categories. With four performance
categories, these categories are often called failing, basic, proficient, and advanced.

Criterion-referenced tests, a type of test introduced by Glaser (1962) and Popham
and Husek (1969), are also known as domain-referenced tests, competency tests,
basic skills tests, mastery tests, performance tests or assessments, authentic
assessments, objective-referenced tests, standards-based tests, credentialing exams,
and more.

14.3 Advantages of Criterion Referenced Test ( CRT )

1. Mastery of Subject Matter.
• Criterion-referenced tests are more suitable than norm-referenced tests for tracking the
progress of students within a curriculum. Test items can be designed to match specific
program objectives. The scores on a criterion referenced tests indicate how well the
individual can correctly answer questions on the material being studied, while the scores
on a norm-referenced test report how the student scored relative to other students in the
group.
Criterion-Referenced Tests can be Managed Locally.
• Assessing student progress is something that every teacher must do. Criterion-referenced
tests can be developed at the classroom level. If the standards are not met, teachers can
specifically diagnose the deficiencies. Scores for an individual student are independent of

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