Criterion-referenced assessment (CRA) is a type of evaluation used to measure a student's performance against a set of predetermined criteria or standards. Unlike norm-referenced assessments, which compare a student's performance to the performance of a group, CRAs focus solely on what an individual student knows, not how they compare to others. An article by the Journal of Learning Design, states that criterion-referenced assessment arguably results in greater reliability, validity, and transparency than norm-referenced assessment. Ultimately, the choice between criterion-referenced assessment (CRA) and norm-referenced assessment (NRA) often depends on the purpose of the assessment and the information you want to gather.
The primary purpose of criterion-referenced assessments is to evaluate whether a student has achieved specific learning objectives. One of the defining characteristics of a criterion-referenced assessment is that these assessments measure students against predetermined standards. Standards in education are used to guide public school instruction, assessment, and curriculum. They define the knowledge and skills students should possess at critical points in their learning journey.
For teachers, criterion-referenced assessments provide a roadmap for instruction. They can help teachers identify what students already know and what they still need to learn, allowing teachers to tailor their instruction to meet the needs of individual students. For students, criterion-referenced assessments can provide a clear understanding of what they are expected to learn and be able to do. They can help students set learning goals and monitor their own progress toward these goals.
For parents, criterion-referenced assessments offer a clear and objective measure of their child's learning and provide parents with valuable information to support their learning at home. In addition to these purposes, criterion-referenced assessments also play a crucial role in educational policy and practice. They are often used to monitor the effectiveness of educational programs and interventions, to hold schools and teachers accountable for student learning, and to inform decisions about curriculum and instruction.
While a summative assessment could be a criterion-referenced assessment if it's designed to measure student performance against a specific set of standards, not all summative assessments are criterion-referenced. For example, a final exam that ranks students in comparison to each other (norm-referenced assessment) rather than against a set standard would be a summative assessment but not a criterion-referenced assessment. Similarly, not all criterion-referenced assessments are summative; they could also be used in a formative way to guide instruction throughout a unit.
Below are some examples of Criterion-Referenced assessments:
To illustrate the effectiveness of criterion-referenced assessments, let's consider a few case studies:
In a third-grade classroom, a teacher uses a criterion-referenced assessment to evaluate students' understanding of multiplication. The assessment includes a variety of problems that are aligned with their content standards and require students to demonstrate their ability to multiply single- and multi-digit numbers. The results of the assessment show that while most students have mastered single-digit multiplication, many are struggling with multi-digit multiplication.
A high school biology teacher uses a criterion-referenced assessment to evaluate students' understanding of cell structure and function. The assessment includes multiple-choice questions, short-answer questions, and a diagram labeling activity. The results of the assessment show that while most students understand the basic structure of a cell, many are struggling to understand the function of specific organelles.
A college professor uses a criterion-referenced assessment to evaluate students' writing skills. The assessment includes a rubric that outlines specific criteria for effective writing, including organization, clarity, grammar and mechanics, and use of evidence. The results of the assessment show that while most students are proficient in organization and clarity, many need improvement in grammar and mechanics, and use of evidence.
Criterion-referenced reading assessments are a powerful tool in the realm of literacy education. These assessments can measure a student's reading ability against a set standard, such as grade-level expectations. For example, a criterion-referenced reading assessment might evaluate a student's ability to identify the main idea in a passage, use context clues to determine the meaning of unfamiliar words or make inferences based on information in the text.
In conclusion, criterion-referenced assessments offer a unique perspective, focusing on individual mastery rather than comparative performance. Whether it's reading, math, or any other subject, these assessments can provide invaluable insights into a student's learning journey.