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Which of the following are the characteristics of criteron‐referenced‐interpretation of test scores? A. Achievement of specific skills or concepts by each individual learner is assessed. B. Instructional objectives are based on identified skills, rather than on broader learning. C. Test‐items discriminate between examinees in terms of their relative postions in the group tested. D. Scores are expressed in terms of percentile ranks or stanines to ensure inter‐examinee comparison. E. An examinee can compare his own performance in terms of development of skills over testing occasions. Choose the correct answer from the options given below.

Which of the following are the characteristics of criteron‐referenced‐interpretation of test scores? A. Achievement of specific skills or concepts by each individual learner is assessed. B. Instructional objectives are based on identified skills, rather than on broader learning. C. Test‐items discriminate between examinees in terms of their relative postions in the group tested. D. Scores are expressed in terms of percentile ranks or stanines to ensure inter‐examinee comparison. E. An examinee can compare his own performance in terms of development of skills over testing occasions. Choose the correct answer from the options given below. Correct Answer A, B and E

The reference standard is the test, combination of tests, or procedure that is considered the best available method of categorising participants in a study of diagnostic test accuracy as having or not having a target condition. 

Key Points

  • The criterion-referenced test definition states that this type of assessment compares a student’s academic achievement to a set of criteria or standards.
  • This norm or criteria is established before candidates begin the test
  • Usually, schools or districts set the standard as a percentage. The test-taker’s score shows how far they’ve progressed toward the approved standard.
  • If they miss the mark, they must work harder.

Important Points

  • Criterion-referenced evaluations are used in schools to examine specific knowledge and abilities that students have most likely gained.
  • This determines how close they are to mastering a standard. They allow teachers to assess how they can assist students improve in specific areas and the teacher can compare the performance in terms of development of skills over testing occasions.
  • Criterion-referenced evaluations will show you where your learners are in terms of an accepted standard, allowing you to tailor instructions and assistance for students. 
  • Criterion-referenced assessment examples include driving tests, end-of-unit exams in school, clinical skill competency tools, etc.

Thus A, B and E points are valid in context to criterion reference test.

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