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Methods of Interpreting The Test Results

Norm-referenced interpretation describes student performance relative to others in a group, assuming performance is similar across groups. Criterion-referenced interpretation describes performance on clearly defined learning tasks or standards. It can indicate specific tasks mastered, percentage of tasks correct, or meeting a performance standard. To use criterion-referenced interpretation, the content domain must be well-defined so one can determine what a student can or cannot do within that domain. Examples that do not specify skills or relate performance to standards or others do not allow for criterion-referenced or norm-referenced interpretations.

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833 views30 pages

Methods of Interpreting The Test Results

Norm-referenced interpretation describes student performance relative to others in a group, assuming performance is similar across groups. Criterion-referenced interpretation describes performance on clearly defined learning tasks or standards. It can indicate specific tasks mastered, percentage of tasks correct, or meeting a performance standard. To use criterion-referenced interpretation, the content domain must be well-defined so one can determine what a student can or cannot do within that domain. Examples that do not specify skills or relate performance to standards or others do not allow for criterion-referenced or norm-referenced interpretations.

Uploaded by

Cillo Mariel
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© © All Rights Reserved
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Methods of Interpreting the Test

Results
• Review

Norm-referenced interpretation
- is used to describe student performance according to relative position in
some known group.
- In this method of interpretation it is assumed that the level of
performance of students will not vary much from one class to another
class.
Examples:
1. He ranks 5th in a classroom group of 40.
2. Jack surpassed 90% of the students by naming 13 of the 26 letters on letter
naming test.
3. A student is third in reading comprehension in a class of 50.
Ex
….. A student performs better than 90% of the class
Ex
….. He is third highest performer in a class of 35
students.
Criterion-referenced interpretation
- is used to describe student performance according to a specified
domain of clearly defined learning tasks.
- this method of interpretation is used when the teacher wants to
determine how well the students have learned specific knowledge or
skills in a certain course or subject matter.
Examples:
1. The students should be able to multiply binomial terms correctly.
2. Students should be able to correctly add two single-digit numbers.
• Criterion-referenced interpretation can be made in different ways:

1. Describe the specific learning task a student is able to perform


Ex…..Count from 1 to 100.

2. Indicate the percentage of tasks a student performs correctly


Ex….. Spell 85% of the words in the list.
3. Compare the test performance to a set performance standard and
decide whether the student meets a given standard.
Ex….. Perform at the proficient level.
The interpretation provided by this reference: CRI

 student’s performance is compared to an established criterion.


What can students do and not do?
 conditions to be present for this to be useful.
The content domain that was assessed must be well-defined.
Examples:
1. Using a map of the Philippines, Chary can show the location of at least
two revolts.

2. Using a periodic table, Dan can name each of the elements.

These items allow criterion referenced interpretations because each refers to a


well-defined domain.

From each of these items, one can indicate what the student can and cannot do
relative to the domain.
Analyze these examples.
1. Troy obtained a score of 90.
2. Rey scored 70 on a physics exam.
3. Shena passed the chemistry test.

• None of these items establishes a well-defined domain.


• The skills are not specified.
• None of these items relates student performance to the performance of
others.

These items allow neither criterion-referenced


nor norm-referenced interpretations.

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