Lesson Four

1
Lesson Four

• Norm-Referenced Test v.s.
• Criterion-Referenced Test

2
Contents

• Norm-Referenced Test
• Criterion-Referenced Test
• Differences between NRT CRT

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Norm-Referenced Test (NRT)

• Measuring global language abilities.
• E.g., overall English language proficiency
• Purpose to place test takers along a continuum
  in rank order
• Relative scores spread out on a scale
  (percentile).
• Normal distribution or bell-shaped curve
  (symmetrical).

4
Norm-Referenced Test (continued)

• Money and efficiency are primary concerns.
• General format known to test takers, but specific
  content tested is typically unknown.
• TOEFL and other standardized tests are good
  examples of NRT.

5
Criterion-Referenced Test (CRT)

• Measuring well-defined specific objectives or
  amount of material (percent of knowledge) learned
  by each student.
• Absolute scores for each test taker (percentage).
• It is possible to have all students getting the
  same score (or the full mark).

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Criterion-Referenced Test (continued)

• Purpose assess amount of material learned
• Almost all (small-scale classroom) achievement
  tests are examples of CRT.
• Types of questions (format) and content known to
  test takers.

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Differences between NRT and CRT

• How test scores are interpreted
• 1. NRT against a norm (norming group, see Bailey
  36) scores compared to the performances of other
  test takers.
• 2. CRT against a pre-set goal or objective (the
  criterion)

8
Differences between NRT and CRT(adopted from
Brown, J. D. (1996) . Testing in Language
Programs. N.J Prentice Hall.)
Characteristic NRT CRT
Type of interpretation Relative (percentile) Absolute (percentage)
Type of measurement To measure general language abilities or proficiencies To measure specific objectives based language points
Purpose of testing Spread students out along a continuum of general abilities of proficiencies Assess the amount of material known, or learned by each student
Distribution of scores Normal distribution of scores around a mean Varies, usually nonnormal (students who know all of the material should all score 100)
Test structure A few relatively long subtests with a variety of question contents A series of short, well defined subtests with similar question contents
Knowledge of questions Students have little or no idea what content to expect in questions Students know exactly what content to expect in test questions