UTILIZATION OF

ASSESSMENT DATA:
SCORING

Prepared by: Crizza C. Garcia

Michelle B. Gregore
 OBJECTIVES

> To know and describe norm-referenced tests and criterion-

referenced tests and where they are applied.

> To formulate generalization from the differences of norm-

referenced test and criterion-referenced test.
 SCORING
● Simply getting marks
or score.

● Marks or score are

acquired in tests.

● Marks or score are

denoted by numbers.

3
 TYPES OF SCORES

1. Raw and Percentage Score

2. Percentile Ranking
3. Standard Score
 TYPES OF SCORES
1. Raw and Percentage Score

Raw score is obtained by counting the correct

answers.
 TYPES OF SCORES
Percentage Score The percentage is a Mathematical
quantity which is written out of a total of 100. The
symbol used to represent the percentage is “%”.

Percentage Score Formula:

Test raw score ÷ Total number of items = ? X 100 = ?%
 TYPES OF SCORES

2. Percentile Ranking - A percentile is defined as

the percentage of values found under the specific
values. Percentiles are mostly used in the ranking
system. It is based on dividing up the normal
distribution of the values. Percentile is represented as
xth, where x is a number.
 TYPES OF SCORES
Percentile Ranking Formula:

Total number of scores or values below “x” ÷

Total number of scores or values = ? x 100 = xth
Question: The scores for student are
40, 45, 49, 53, 61, 65, 71, 79, 85, 91.
What is the percentile for score 71?
 TYPES OF SCORES
3. Standard Score - the number of standard
deviations by which the value of a raw score is above
or below the mean value of what is being observed or
measured.

Standard Score Formula:

Student Score - Mean Score ÷ Standard Deviation = Standard
Score
 TWO TYPES OF TESTS TO
GET THE SCORES OF LEARNERS

> NORM-REFERENCED TESTS

> CRITERION-REFERENCED TESTS
 NORM REFERENCED TEST

> Each students score is relative to the score of all other

students who took the test.

> The examinees usually came from the same

demographic.

> specifically designed to rank test takers on a “bell

curve”.
 NORM REFERENCED TEST

> Typically used reference points are Mean and Standard

Deviation or SD.

> MEAN: Avarage Score, SD: indicator of how spread out is

the score
 NORM REFERENCED TESTS
> Z-Score: Z-M÷SD= - or +

Z = Test Scores
M = Mean
SD = Standard Deviation

- Negative Z-Score = Below Average

- Positive Z-Score = Above Average
 NORM REFERENCED TESTS

- EXAMPLE: Two sets of score for two sections

of ten students.

A (30, 40, 50, 60, 65, 70, 75, 80, 85)

B (60, 65, 70, 75, 80, 85, 90, 90, 95, 100)
 NORM REFERENCED TESTS
Examples:

> College Entrance Exams

> IQ Tests
 NORM-REFERENCED TESTS

ADVANTAGES:

● Shows who needs specific educational needs in a class

● Generally appropriate in a large course.

● Work well in situations requiring rigid differentiation

among students.

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 NORM-REFERENCED TESTS

DISADVANTAGES:

● Usually valid only with the population they had been

normed.

● Individuals achievement is also determined by the

achievement of others.

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 CRITERION-REFERENCED TESTS

> Refers to assessments designed to measure student

performance against a fixed set of predetermined
criteria or learning standard.

> Scores from these tests are used to evaluate whether

students have learned a specific body of knowledge or
acquires a specific skill set.

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 CRITERION-REFERENCED TESTS

> It is a standard for judging things by:

An accepted standard used in making a decision or
judgement about something,
For example:
The criterion may be “Students should be able to correctly add
two single-digit numbers.”
The cut score may be that students should correctly answer a
minimum of 80% of the questions to pass”

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 CRITERION-REFERENCED TESTS

> Measures what the student can & cannot do

> Results are given as

competent / not competent
pass / fail
 USES OF CRITERION-REFERENCED
TESTS
1. Classroom teachers use them to monitor student
performance in their day-to-day activities

2. States find them useful for evaluating studentperformance and

generating
educational accountability information at the classroom, school,
district, and state levels.
 USES OF CRITERION-REFERENCED
TESTS
3. To provide a basis for determining how much is being learned by
students and how well the educational
system is producing desired results.

4. In training programs to assess learning.

5. In credentialing field to determine persons qualified to receive a

license or certificate.
 CRITERION-REFERENCED TESTS
Examples:

> Driving Tests

> Citizenship Tests
> TESDA National Certificates (NC) / Certificate of
Competency
 Example of CRITERION-REFERENCED
TEST Scoring
In a class of 100 students, no one might get a
grade of excellent if no one scores 98 above or
85 above depending on the criterion used.

> 1.0 (excellent) = 98-100 or 85-100

> 1.5 (good) = 88-97 or 80-84
> 2.0 (average) = 75-87 or 70-84
> 3.0 (poor, pass) = 65-74 or 60-69
> 5.0 (failure) = below 65 or below 60
 CRITERION-REFERENCED TESTS

ADVANTAGES:

● The performance of the students will not be affected by

the performance of the whole class.

● It promotes cooperation among the students.

● All students may pass the subject or course when they

meet the standard set by the teacher

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 CRITERION-REFERENCED TESTS

DISADVANTAGES

● It is difficult to set a reasonable standard if it is not

stated in the grading policies of the institution

● Most experienced faculty set criteria based on their

knowledge of how students usually perform.

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 Dimension NRT CRT

- To rank each student with - To determine whether

respect to the achievement of each student has
others in broad areas of achieved specific skills or
knowledge. concepts.
Purpose
- To discriminate between - To find out how much
high and low achievers students know before
instruction begins and
after it has finished.
 Dimension NRT CRT

- Measures broad skill areas - Measures specific skills

sampled from a variety of which make up a
textbooks, syllabi, and the designated curriculum.
judgments of curriculum These skills are identified
Content experts. by teachers and curriculum
experts. Each skill is expressed
as an instructional
objective.
 Dimension NRT CRT
- Each skill is usually - Each skill is tested by at least
tested by less than four four items in order to obtain an
Items. adequate sample of student
performance and to minimize the
- Items vary in difficulty. effect of guessing.
Item
Characteristics - Items are selected that - The items which test
discriminate between high any given skill are
and low achievers. parallel in difficulty.
 Dimension NRT CRT
Each individual is compared Each individual is compared with
with other examinees. a preset standard for acceptable
achievement.
A score---usually expressed as
percentile, a grade equivalent The performance of
score, or a stanine. other examinees is irrelevant.
Score
Interpretation Student achievement is A student’s score is usually
reported for broad skill areas, expressed as percentage.
although some norm referenced
tests do report student Student achievement is reported
achievement for individual for individual skills.
skills.
Assessment against fixed
standards or criterion
 Dimension NRT CRT

Example: Example:

Olympics Driving test

PRC Board Exam LET Citizenship Test
Score Classroom Assessment
Interpretation Competency Based Assessment
 NORM REFERENCED VS.
CRITERION REFERENCED
To rank To measure the skills
students based on and knowledge a student
test achievement has mastered
Scores given as a rank Student scores are given
based on other as a percentage
students’s scores
 NORM REFERENCED VS.
CRITERION REFERENCED

Assess a very large Assess a small number

number of students of students

Test usually take a

longer period of time Test usually
last a class
period
NORM REFERENCED VS.
CRITERION REFERENCED

Mostly created
by teachers
Developed
by a state or
national level
 CRT VS. NRT
SAMPLE SCORING FOR
SCIENCE QUESTION :

What is Covid 19 ?
 COMPARISON OF NRT AND CRT
NORM CRITERION
STUDENT ANSWERS REFERENCED REFERENCED
ASSESSMENT ASSESSMENT

Student #1
Covid 19 infects older people.

Student #2
Covid 19 is caused by Sars-Cov Virus, that is quickly spreading
thoughout the world. It can be transmitted via droplets and lasts 14
days before you get the symptoms.

Student #3
Covid 19 can be treated with antibiotics.
 COMPARISON OF NRT AND CRT
NORM CRITERION
STUDENT ANSWERS REFERENCED REFERENCED
ASSESSMENT ASSESSMENT

Student #1
The answer is correct.
Covid 19 infects older people.

Student #2
Covid 19 is caused by Sars-Cov Virus, that is quickly spreading The answer is correct.
thoughout the world. It can be transmitted via droplets and lasts 14
days before you get the symptoms.

Student #3
The answer is wrong
Covid 19 can be treated with antibiotics.
 COMPARISON OF NRT AND CRT
NORM CRITERION
STUDENT ANSWERS REFERENCED REFERENCED
ASSESSMENT ASSESSMENT

Student #1 The answer is partly correct

compared to Student #2, but The answer is correct.
Covid 19 infects older people. better than Student #3’s
answer

Student #2
The answer is better than
Covid 19 is caused by Sars-Cov Virus, that is quickly spreading Student #1 and Student #3’s The answer is correct.
thoughout the world. It can be transmitted via droplets and lasts 14 answer.
days before you get the symptoms.

Student #3 The answwer is worse than

Student #1’s and Student #2’s The answer is wrong
Covid 19 can be treated with antibiotics. answer.
The type of evaluation
often influences the
referenced used for
the interpretation
PLACEMENT EVALUATION
PLACEMENT EVALUATION

When placement
evaluation involve
general or overall
assessments of
students’ knowledge
and attitudes.
PLACEMENT EVALUATION

If the placement test

evaluations have a
well-defined domain
DIAGNOSTIC EVALUATION
DIAGNOSTIC EVALUATION

Are usually are

criterion refenced
because they include
measuring what the
student can and
cannot do
DIAGNOSTIC EVALUATION

If you want to know

if the students problem
is typical, then norm-
referenced test is the
option.
FORMATIVE EVALUATION
FORMATIVE EVALUATION

Since in formative
evaluation, you
determine what the
student can and
cannot do, then opt for
criterion
FORMATIVE EVALUATION

It can become norm-

referenced when the
evaluation is compared
to the previous
outcome
SUMMATIVE EVALUATION
SUMMATIVE EVALUATION

They usually are

norm-referenced
because they use
general or global
content domains.
SUMMATIVE EVALUATION

If the sample works

have a well defined
domain, criterion-
referenced
interpretations are
possible
 The student was able
to meet the expected
standard
 CONCLUSION
> Scoring is simply getting marks from tests.

> Norm-referenced tests are standardized tests that compares

and ranks test takers.

> Criterion-referenced tests are tests that has predetermined

criteria that test takers need to fulfill.
 CONCLUSION
> There are several situations that norm-referenced tests are
more appropriate than the latter type, the same as criterion-
referenced tests. They both have advantages and
disadvantages that need to be monitored when you become a
teacher.