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Nrt and crt

The document discusses norm-referenced tests (NRTs) and criterion-referenced tests (CRTs). - NRTs indicate how a pupil's performance compares to other pupils based on a norm group. CRTs indicate how a pupil's performance compares to an established standard or criterion thought to indicate mastery of a skill. - The purpose of testing, information desired, and type of test required are related - NRTs are used to rank students compared to a norm, while CRTs are used to assess proficiency against a standard. - Key differences are that NRTs compare students to a norm group while CRTs assess against a set standard, and CRT results

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Presented by : Aqsa babar MPhil(scholar) TOPIC: NORM-REFERENCED AND CRITERION- REFERENCED TESTS
Norm-Referenced Test (NRT) Norm-Referenced Test (NRT) indicates how a pupil’s performance compares to that of other pupils Criterion-Referenced Test (CRT) Criterion-Referenced Test (CRT) indicates how a pupil’s performance compares to an established standard or criterion thought to indicate mastery of a skill. NORM-REFERENCED AND CRITERION- REFERENCED TESTS
General Purpose of Testing To gather information to Help us make better decisions about. Special Information Desired Place or rank Compared to a norm. Levelof proficiency Comparedto astandard Or criterion ofmastery Type Of Test Required Norm-referenced Criterion-referenced Relationship among the purpose of testing, information desired And the type of test required 4.1 Comparing
Difference between Norm and Criterion- Referenced Test
NRT and CRT and Linguistic, Cultural, and Contextual Sensitivity • NRTs compares a students performance to a norm table based on nationally representative sample called a norm group or Normative sample of students in the same grade and of a similar age. • CRTs do not utilize comparisons to norm groups to obtain scores, differences between a pupil’s background and that of the students in the norm group are not relevant. Use of CRTs with pupil’s from diverse backgrounds may be more appropriate—but only if a CRT is appropriate for the purpose of testing.
Norm and Criterion- Referenced Test and Validity Evidence >Teachers should have some objectives in mind when they teach. Short-term and Long-term objectives. Examples: Short-term-The learners will count numbers 1-10. Long-term- The learners will master all phases of addition.
THREE-STAGE MODEL OF CLASSROOM MEASUREMENT Stage 2 Instructional activities Stage 1 Instructional objectives Stage 3 Test Content validity 1.Constructing instructional objectives. 2.Implementing instructional activities. 3.Testing to measure the attainment of the instructional activities.
 Instructional activities tend to vary across educational institutions, and they range from flexible to rigid. These Instructional activities tend to be determined by instructional objectives which tend to be derived from educational goals and state academic standards which tend to reflect societal attitude and values. WHY OBJECTIVES? WHY NOT JUST WRITE TEST ITEMS?
FLOW OF GOALS TO OBJECTIVE
THE FUNNELING OF SOCIETAL WANTS INTO OBJECTIVES Thewants and needs Of society Are shared with the superintendent Through the school boardand Translated into educational goals by program coordinators translated into school, classroom, and student objectivesby principals and teachers. Broad Aimsand Preferences Specific Instructional Procedures Andoutcome
1. Behavioral Objective: (specific) - it specifies an observable measureable behavior to be exhibited, the conditions under which it is to be exhibited, and the criterion for mastery. 2.Expressive Objective (general) - it specifies an educational activity but does not specify the particular outcome of the activity KINDS OF GOALS AND OBJECTIVES
Goals program objectives and instructional objectives Category description examples
How can instructional objectives make a teacher job easier ? Comments
Nrt and crt