Analysis of Norm-Referenced and Criterion-Referenced Assessments

This paper provides a comparative analysis of norm-referenced and criterion-referenced assessments. It begins by defining both assessment types, highlighting that norm-referenced assessments measure student performance against the performance of others, while criterion-referenced assessments evaluate performance based on fixed criteria. The paper then delves into the key differences between the two, including their objectives, the nature of their standards, and their approaches to result derivation. Norm-referenced assessments are shown to focus on ranking students, whereas criterion-referenced assessments emphasize the mastery of specific skills and knowledge. The paper concludes by summarizing the varied applications of each assessment type and their organic differences in establishing standards and criteria for measurement.

Running head: NORM-REFERENCE VS. CRITERION ASSESSMENT
NORM-REFERENCE VS. CRITERION ASSESSMENT
Name of the Student
Name of the University
Author Note

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NORM-REFERENCE VS. CRITERION ASSESSMENT
Introduction
The process of measuring the performance of the students depending on different
bases is known as assessment tests. The purpose of this paper is to differentiate the meaning
and characteristics of the two of the assessment test forms, norm-reference assessment, and
criterion reference assessment tests.
Meaning
The assessment or test which measures the performance of the students with the help
of test scores is known as the criterion reference test. The role of criterion-referenced
assessment is to measure performance based on a fixed criterion (Burkett, 2018). This
assessment is responsible for presenting brief reports testing students’ capabilities at various
stages. The set involving fixed criteria demonstrates the conception of criterion reference
assessment. Criterion-reference also contributes to stimulating to statements regarding the
behavior of the students. One of the instances or basis for assessing performance in criterion-
reference are quizzes.
The assessment method, which compares the performance of two students for
assessment is known as norm-referenced assessment. This assessment aims at measuring the
performance or ability of the students concerning the other students. The norm-referenced
test measures the theoretical average in determining the compared scores (Pereira et al.,
2018).
Difference
The norm-referenced assessment judges the performance of the students based on the
performance of others by contrasting the abilities and responses whereas, in the criterion-
reference test, the measurement of the performance is facilitated through the independent
assessment of performance. Norm-reference assessment compares the performance amongst

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NORM-REFERENCE VS. CRITERION ASSESSMENT
students whereas, in criterion-reference assessment, performances are not measured (Prince,
2016). The main objective of the criterion-reference assessment is to analyze performance for
an average score or for ranking the scores. On the other hand, criterion-referenced aims at
assisting the students to learn and develop skills without the questioning on scores. The
criteria usually vary in regards to the outcomes in norm-referenced assessment, whereas the
criteria are constant or fixed in the criterion-referenced (Lok, McNaught & Young, 2016). In
the norm-reference assessment, the process of deriving results takes time due to the process
of comparison whereas, in criterion-reference type, the results are quickly derived. A norm-
referenced test is established within a standard format whereas the criterion-reference tests
may or may not be based on the standardized administration. Due to the characteristics of
norm-referenced assessment of comparing the scores and performance, this type of
assessment test holds similar criteria or the administration is usually scripted (Lam, 2018).
On the other hand, the test administration in the criterion-referenced test is not scripted.
Few instances depicting the contrasting nature or characteristics of the assessment test
are, in criterion-reference assessment, the outcome is monitored under a category such as the
performance outcome must be reported based on proficiency and curriculum objectives
whereas the norm-reference assessment type reports the outcome based on percentile or
ranking.
Conclusion
Therefore, it can be concluded that criterion-referenced style and norm-reference
assessment types may be experienced in a single test but organically varies based on the
meaning, purposes, and characteristics of the assessment tests. The differences lie concerning
the basis of setting standards and criteria for measure establishment.

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NORM-REFERENCE VS. CRITERION ASSESSMENT
References
Burkett, T. (2018). Norm‐Referenced Testing and Criterion‐Referenced Testing. The TESOL
Encyclopedia of English Language Teaching, 1-5.
Lam, R. (2018). Scoring Methods of Writing Portfolio Assessment. In Portfolio Assessment
for the Teaching and Learning of Writing (pp. 89-107). Springer, Singapore.
Lok, B., McNaught, C., & Young, K. (2016). Criterion-referenced and norm-referenced
assessments: compatibility and complementarity. Assessment & Evaluation in Higher
Education, 41(3), 450-465.
Pereira, A. G., Woods, M., Olson, A. P., Van Den Hoogenhof, S., Duffy, B. L., & Englander,
R. (2018). Criterion-based assessment in a norm-based world: how can we move past
grades?. Academic Medicine, 93(4), 560-564.
Prince, R. (2016). Predicting Success in Higher Education: The Value of Criterion and Norm-
Referenced Assessments. Practitioner Research in Higher Education, 10(1), 22-38.