Power Point Measurement and Evaluation

Criterion-Referenced Measure and

Norm-Referenced Measure

Criterion-Referenced Measure

This term may be defined as a test that determines whether a student has reached the goals of the learning task. This task is specific, observable, measurable, achievable, and interpretable.


It identifies weak and strong points in an individual's performance, it helps to identify the high-achievers but not

intelligent learners or vice versa and those who have achieving progressively

at their own rate. Thus, this measure could be both diagnostic and prognostic

in nature.


It would also help indicate which child will have to be moved to the next learning task with a fair degree of accuracy. It also furnishes an individual profile for each learning task evaluation and teaching would be very useful in planning individual as well as group teaching learning tasks.

Criterion-Referenced MeasureCriterion-referenced instruments are constructed to provide a measure that is interpreted in terms of specific performance criteria. It serves to identify on what extent the individual's performance has met in a given criterion. The individual's performance is compared with some criteria rather than with other individuals. The meaningfulness of an individual's score is independent in comparison with other students. It points out what a learner can do, not how he compares with others.

Norm-referenced measureThis term may be defined as a measure which compares a student's achievement with the achievement of other students in the class. The comparison is made between the achievement of an individual student and the achievement of other students to ascertain how much has been performed or achieved. The meaningfulness of the individual score is dependent on the comparison with other students.

Norm-referenced measureIt uses normal curve in distributing the grades or students. The individual's achievement is placed either above the mean, within the mean or below the mean without knowing what one can do or cannot do. The main concern of the teacher is the variability of scores, the more variable the scores are, the better because the purpose is to disperse the students as much as possible to determine how an individual differs from other individuals.

Norm-referenced measure

It is interpreted with the use of percentile and standard scores to determine the relationship of achievements. Most standardized tests, either achievement or intelligence, can be classified as norm-referenced measure.

Distinction Between Criterion-Referenced

and Norm-Referenced Measures


• It is used if the purpose is to determine how much change in terms of behavior of the learner has taken place before and after the instruction. It is the individual's achievement being judged not his standing in the class.

• It determines whether the student has mastered an instructional objective in relation to an established standard of performance.


• The achievement of an individual is judged by comparing his standing with the other individuals in the class.

• It determines the comparison of an individual with some norm groups without knowing what one can do, has mastered or cannot do.

• It depends upon an absolute standard of quality which is the only criterion to determine the significance of individual's score.

• It determine the skills and competencies of a student.


• It depends upon a relative standard of comparing an individual with another individual or which a group of individuals using the same measure.

• It make comparison or selection purposes.



• It designs content not known by students before instruction is given, but which must be mastered by the time instruction is given and finished. It emphasizes both the content usage and the content application. The purpose is to evaluate instructional quality. The instructional quality is determined by comparing the learning condition before and after the examination. The greater the difference between the conditions, the better the instruction is made.


• It stresses content recall. The more contents are remembered by the students the better, since the purpose is to compare his achievements in relation to the achievements of others.


• All students learn uniformly regardless of ability level because each individual learner is permitted to use as much as possible learning time is needed. There is a way of identifying the strong and weak points in the performance of an individual learner, and the results of this measure could be predictive of what the learner is ready to do during the next learning task with a fair degree of accuracy.

Norm-Referenced Measure• It has no way of identifying

whether the slow learners could have done better if permitted to use as much learning time as necessary, because instructional time is the same for all students. There is no way of predicting what the learner is ready to do next because there is no basis of meeting the individual student's needs.


• It includes item of reasonable length either the item is answered by all students or missed totally, since the purpose is to determine the mastery of the learning tasks.


• It discards the easiest and the most difficult questions since the purpose is to spread out the individuals as much as possible in order to know how one differs from another.

Steps in the Preparation of Criterion-Referenced Measure

1. Clearly defining the instructional objective in behavioral terms. Instructional objectives which are specific, observable, measurable, achievable, and interpretable serve as the criteria in selecting that is to be learned and the order in which it is to be learned. It helps to identify and select relevant media for each learning activity as well as selecting methods for evaluating the extent of learning.

Example: Given 10 pieces of different kinds of leaves, pencil and paper, a Grade V pupil will be able to identify, differentiate, and classify monocot leaves from dicot leaves and in 20 minutes draw the monocot and dicot leaves.


The example has four basic characteristics. These characteristics are known as the ABCD of learning. A, stands for audience or learner; B, behavior; C, condition; and D, degree of performance.

• Audience. In our example, the Grade V pupil is the audience or learner where the objective is directed.

• Behavior. In the above example, the behaviors called for in the instructional objective are to identify, differentiate, classify and draw.


• Conditions of learning. In the same example. the conditions of learning are given 10 pieces of different kinds of leaves, pencil and paper. To measure if the instruction is really effective, the condition in the test should be parallel with this condition of learning.

• Degree of performance. A degree of performance indicates how well or how much a teacher expects a student to achieve an objective. A performance level may specify a time limit or minimum number or correct responses accepted as evidence of a successful learning.


2. Outlining the content. A teacher should make an outline the content to be covered by the test because an achievement test should adequately sample the subject matter included in the instruction. Similar content outline should be developed for teaching and testing purposes.

3. Preparing the table of specifications. A table of specifications is a one-way table that relates the instructional objectives to the course content. To simplify the table, only the general instructional objectives and the major areas of the content are included. The relative stress on the number of items in the table of specifications should reflect the emphasis given in the instructional objective.


4. Constructing the relevant test items. In constructing the relevant test items, the instructional objective and the criterion measure are closely related with each other. The test measures the learning outcome mentioned in the objective.


Example:

• Instructional Objective: Recognizes basic concepts• Learning Outcome: Identifies concepts

• Test Item: Which of the following modifies the adjective, noun, or another adverb?

1. beauty2. pretty3. beautifully4. beautiful


• The learning outcome on the example is the identification of concepts, so that test item calls for the same behavior. If the student recognizes beautifully which modifies the adjective, hence, he will choose Option 3.

Power Point Measurement and Evaluation

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