Visit our youtube channel: https://youtu.be/AKJGczNJx0Q A COMPLETE COMPARATIVE REVIEW OF CRITERION REFERENCED TESTS (CRT) AND NORM REFERENCED TESTS (NRT)

1. COMPARATIVE REVIEW OF CRITERION REFERENCED
TESTS (CRT) AND NORM REFERENCED TESTS (NRT)
Submitted by: Tasneem Ahmed
Email: Tasneemkhokhar1280/1281@gmail.com
“Remember me in your prayers”
Comparative Review Of Criterion-Referenced & Norm-Referenced Tests
Introduction:
There are several types of assessments that can be used to measure student performance Tests can
be categorized into two major groups: norm-referenced tests and criterion-referenced tests. These
two tests differ in their intended purposes, how content is selected, and the scoring process which
defines how the test results must be interpreted, but relative to different criteria.
Definition of Norm-Referenced Test
Norm-referenced tests are made with compare test takers to each other. Norm-referenced tests
(NRTs) help compare one student's performance with the performances of a large group of
students" (U.S. Congress, 1992, p. 168). Calculating norm-referenced scores is called the “norming
process,” and the comparison group is known as the “norming group.”
On an NRT driving test, test-takers would be compared as to who knew most or least about driving
rules or who drove better or worse. Scores would be reported as a percentage rank with half scoring
above and half below the mid-point. This type of test determines a student's placement on a normal

2. distribution curve. Students compete against each other on this type of assessment. This is what is
being referred to with the phrase, 'grading on a curve'.
Definition of Criterion-Referenced Tests
Criterion-referenced tests are intended to measure how well a person has learned a specific body
of knowledge and skills. A criterion-referenced test is a term that is used daily in the classroom.
These tests assess the specific skills covered in class. Criterion-referenced tests (CRTs), focused
on "what test-takers can do and what they know, not how they compare to others" (Anastasi, 1988,
p. 102)
Criterion-referenced tests measure specific skills and concepts. Typically, they are designed with
100 total points possible. Students are earned points for items completed correctly. The students'
scores are typically expressed as a percentage. Criterion-referenced tests are the most common
type of test teacher’s use in daily classroom work. A criterion-referenced test is designed to
measure a student's academic performance against some standard or criteria. This standard or
criteria is predetermined before students begin the test. Schools or districts choose a standard, such
as a percent of items answered correctly or a state test benchmark, as the criteria for the test. The
student's score then shows the progress they have made toward the agreed-upon standard--if they
fall short, they must continue to work toward the standard.
Comparison of CRTs and NRTs
Criterion-Referenced Tests Norm-Referenced Test

3. Definition: Criterion-referenced tests, focused on
"what test-takers can do and what they know, not how
they compare to others" (Anastasi, 1988, p. 102)
 An approach which focuses on whether a
student’s performance meets a predetermined
standard level, usually reflecting mastery of skills
being tested.
Definition: Norm-referenced tests
(NRTs) help compare one student's
performance with the performances of a
large group of students" (U.S. Congress,
1992, p. 168)
 Norm-referenced assessment is the
process of evaluating(and grading)
the learning of students by
judging(and ranking) them against
the performance of their peer group.
Criterion-referenced tests (CRTs) are intended to
measure how well a person has learned a specific
body of knowledge and skills
Norm-referenced tests (NRTs) compare
a person's score against the scores of a
group of people who have already taken
the same exam, called the "norming
group."
Criterion-referenced tests also known as classroom
tests.
Norm-referenced tests sometimes
referred to as standardized tests.
Example: A national board medical exam is an
example of a Criterion Reference Test. Either the
examinee has the skills to practice the profession, in
which case he or she is licensed, or does not.
Example: Standardized examinations
such as the SAT are norm-referenced
tests. The goal is to rank the set of
examinees so that decisions about their
opportunity for success can be made.

4. The following are examples of criterion-referenced
tests:
 Driver’s Education Test
 End-of-Unit Exam
 Pass/Fail semester exam
 Citizenship Test
 Classroom Assessment
 Competency-Based Assessment
The following is a norm-referenced test
list:
 California Achievement Test
(CAT)
 Stanford Achievement Test
(SAT)
 American College Testing
(ACT)
 PSAT
 IQ Tests
Purpose: Criterion Reference Tests report how well
students are doing relative to a pre-determined
performance level on a specified set of educational
goals or outcomes included in the school, district, or
state curriculum.
 Criterion-referenced tests determine what test-
takers can do and what they know, not how they
compare to others.
 To determine whether each student has achieved
specific skills or concepts based on standards.
 Decide whether students have achieved the skills
or not.
Purpose: The major reason for using a
norm-referenced test is to classify
students. Norm-referenced tests
ascertain the rank of students,
 To rank each student concerning the
achievement of others to
discriminate between high and low
achievers.
 Measures broad skill areas sampled
from a variety of textbooks, syllabi,
and the judgments of curriculum
experts.

5.  Also, find about how much students know before
and after instructions has been given
 Educators or policymakers may choose to use a
Criterion Reference Test when they wish to see
how well students have learned the knowledge
and skills which they are expected to have
mastered.
 Rank students with respect to their
achievements.
 Tell apart between high and low-
grade achievers.
 Compare
 Rank
 Select
Result: Student’s score is usually expressed as a
percentage. Student achievement is reported for
individual skills.
 Results can be derived quickly.
 The performance of each student is
independently assessed.
 Judges each performance based on set
standards.
 CRT test scores can be used to determine if
the test taker has met program objectives.
 A criterion-referenced test score may be
expressed in a percentage correct out of the
total
 Compares students’ performance to a
specific criterion (Objectives or Standard)
Result: Each individual is compared
with other examinees and assigned a
score--usually expressed as a percentile.
Student achievement is reported for
broad skill areas, although some norm-
referenced tests do report student
achievement for individual skills.
 Performance is judged based on
another student’s performance
 Takes little time to derive
results.
 Expresses scores in percentage
or an equal grade.
 Norm-referenced scores are
generally reported as a
percentage or percentile ranking.

6.  lt expressed as a percentage, percentile, a
grade equivalent.
 Usually expressed as a
percentile, a grade equivalent
score, or a stanine
Advantages:
 Students are only tested on their knowledge of
specific goals or standards. For example, if you
had taught a lesson on adding fractions, you will
give the student a test on adding fractions. If he
or she scores 85% that means that that particular
student has learned 85% of that goal. If a student
does not score particularly well, then the teacher
can adjust their instruction accordingly.
 if students do not seem to master a particular
standard, the teacher will be able to go back and
teach that standard again until the student
performs better.
 To hold schools and educators accountable for
educational results and student performance.
 To evaluate whether students have learned what
they are expected to learn.
 To identify gaps in student learning and academic
progress.
Advantages:
 It shows us how our student is doing
related to other students across the
country. They are good for using the
placement of students at the
beginning and then again four or six
months later, or at the end of the
year. This will show growth over a
period of time.
 Norm-referenced tests along with
informal observational evaluation
are useful for showing student
growth over time. They are not to be
used for grading though they can be
one element in a total grade. One
must remember we cannot expect
great growth, if any, over short
periods, particularly as shown on a
norm-referenced test.

7.  To identify achievement gaps among different
student groups
 To determine whether educational policies are
working as intended.
 This type of test is useful for measuring the
mastery of that subject.
Disadvantages:
Criterion-referenced tests have some built-in
disadvantages. Creating tests that are both valid and
reliable requires fairly extensive and expensive time
and effort. In addition, results cannot be generalized
beyond the specific course or program. Such tests
may also be compromised by students gaining access
to test questions prior to exams.
 Criterion-referenced tests are specific to a
program and cannot be used to measure the
performance of large groups.
 It is difficult to set a reasonable standard for
students without a fair amount of teaching
experience.
 Most experienced faculty set criteria based on
their knowledge of how students usually perform,
Disadvantage:
An obvious disadvantage of norm-
referenced tests is that it cannot measure
the progress of the population as a
whole, only where individuals fall
within the whole. Thus, only measuring
against a fixed goal can be used to
measure the success of an educational
reform program that seeks to raise the
achievement of all students against new
standards that seek to assess skills
beyond choosing among multiple
choices.
Norm-referenced scores are often
misused in schools when making critical
educational decisions, such as grade
promotion or retention, which can have

8. thus this test often becomes similar to the norm-
referenced test.
potentially harmful consequences for
some students and student groups.
Comparison: It does not compare a student’s
performance with other students.
Comparison: It compares a student’s
performance with other students.
Objective: Its main objective is to help students learn
without getting questioned about grades.
 The goal of CRTs is to determine a test-taker's
performance compared to predetermined criteria
or standards.
 The goal with these tests is to determine whether
or not the candidate has the demonstrated mastery
of a certain skill or set of skills. These results are
usually “pass” or “fail” and are used in making
decisions about job entry, certification, or
licensure.
Objective: Its main objective is to
assess a student’s performance with
other students.
 The goal of norm-referenced tests is
to determine a test-taker's
performance compared to a
predetermined peer group.
 Results determine what a student
knows as an individual but also
compared to a group.
Criteria: They have fixed criteria for assessment. Criteria: Its criteria changes with
outcomes.
Content: Deals with a specific skill that make a
chosen course of study.
CRTs: Students know exactly what content to expect
in test items.
Content: Deals with broad skills areas
with samples from a variety of
textbooks.

9.  Teachers teach the content of the course and want
the students to study that content, so we tell them
what to study, and we test that content. If they
know the content, they should succeed.
The content of NRTs is much broader
and superficial than the content
measured by CRTs.
NRTs: Students have no idea about the
content in test items
NRTs, security is usually a critical issue
because we do not want examinees to
know the content of the test
items.
Selection of Test Content:
The content of a CRT is selected by how well it
matches the learning outcomes deemed most
important. The content selected for the CRT is
selected based on its importance in the curriculum.
Selection of Test Content:
Test content for an NRT is selected
according to how well it ranks students
from high achievers to low the NRT is
selected by how well it discriminates
among students.
Difficulty Level:
Their difficulty level is parallel.
Difficulty Level:
Their difficulty level varies from others.
Items tell apart high and low grades.
Teacher: A criterion-referenced test will provide
essential information that a teacher can use to design
specific instructional strategies to help those students
succeed. It will identify skills that the students lack.
Teacher: it allows teachers to compare
a student’s results to someone else in
their peer group.

10. Used: Criterion-referenced tests measure
performance on specific concepts and are often used
in a pre-test / post-test format.
 These tests can also be used to determine if
curriculum goals have been met.
 To know the specific skills which have achieved.
 To know how far students’ ability.
Used: Many college entrance exams and
nationally used school tests use norm-
referenced tests.
 To identify specific learning
disabilities, such as autism, dyslexia,
or nonverbal learning disability, or
to determine eligibility for special-
education services.
 Norm-referenced tests have
historically been used to make
distinctions among students, often
for course placement, program
eligibility, or school admissions
 Norm-referenced tests may measure
the acquisition of skills and
knowledge from multiple sources
such as notes, texts, and syllabi.
Interpretation Of Result:
Criterion-referenced tests compare a person’s
knowledge or skills against a predetermined
standard, learning goal, performance level, or other
criterion. With criterion-referenced tests, each
Interpretation Of Result:
Norm-referenced measures compare a
person’s knowledge or skills to the
knowledge or skills of the norm group.
The composition of the norm group

11. person’s performance is compared directly to the
standard, without considering how other students
perform on the test. Criterion-referenced tests often
use “cut scores” to place students into categories such
as “basic,” “proficient,” and “advanced.
 CRTs, on the other hand, give detailed
information about how well a student has
performed on each of the educational goals or
outcomes included on that test.
depends on the assessment. For student
assessments, the norm group is often a
nationally representative sample of
several thousand students in the same
grade (and sometimes, at the same point
in the school year). Norm groups may
also be further narrowed by age, English
Language Learner (ELL) status,
socioeconomic level, race/ethnicity, or
many other characteristics.
 Gives little information about what
the student knows or can do.
Structures: CRTs are typically built around
numerous, short subtests that contain well-defined
and equivalent items in each.
Structures: NRTs tending to have
many items with a few long subtests
(e.g., listening, grammar, reading, etc.)
each of which has diverse item content.
Test Items: Create about 10 items that measure what
the students should be able to do on each of the course
objectives (say objectives 1-9) at the end of the
course; divide the items into two forms of the test, say
forms A and B such that there are about 5 items on
each test for each of the 9 objectives/subtests.
Test Items: Create a large pool of items
at about the right level of difficulty in
the general area being tested (e.g.,
reading comprehension).
Norm-referenced tests, sometimes
called NRTs, utilize multiple-choice

12. Criterion-referenced tests may include multiple-
choice questions, true-false questions, “open-ended”
questions (e.g., questions that ask students to write a
short response or an essay), or a combination of
question types.
format and some open-ended questions
to obtain results. Scholastic Assessment
Tests (SATs) and Graduate Record
Examinations (GREs) may be
considered examples of norm-
referenced tests.

13. Characteristics:
Authority: It assesses whether they measure what it
claims or not. An individual item matches with its
goal. Also, if the situations and performance
specified in the aim signify in the item or not.
Consistency: It means that if it always measures
what it states. Also, consistency means if they have a
high degree of confidence in the scores or not. Any
random error in the tool can make it unreliable.
Practicality: Not all assessment is reliable because
of cost and time. It is not always possible to design
reliable and accurate tests. Also, the decision should
considerably relate to key factors.
Subject Mastery: This helps in the pathway to the
performance of students within the course of study.
Also, test items can be made to match precise
purposes. Criterion reference test also judges how
well the student knows and understands the topic.
Managed Locally: Generally, these develop at the
classroom level. Also, the teacher can easily check if
the standards are met or not. Besides, they also
identify shortages. Results of tests are quickly
Characteristics:
Defining: They measure the
performance of a student in comparison
to all students. But it does not define the
meaning of all. Thus, they measure the
success of an educational restructuring
against fixed aims.
Preset results: It means that the norms
were traditionally set. And the score
level is set at 50 percent. But this goal is
high to achieve if we talk about all the
students.
Quality of Grades: The norms for
grading are set by teachers according to
them. But they have to judge the
performance of students. Also, the level
of knowledge of both is different.
Changing Difficulty level: The
difficulty level of scores changes from
year to year. Also, the passing rates of
students vary from class to class.
Likewise, 4th grade has different

14. obtained to give students helpful feedback on
performance.
difficulty level and 10th grade has a
different difficulty level.
Fear of Failure: In the norm reference
test the students are afraid of failure.
Besides, it compares their performance
with other students.
Be competitive: Give students a chance
to improve their performance. Also,
students can know how much they have
to prepare to compete with others.
Being self-confident: It means that
students should take their performance
confidently. Also, they should work
hard to improve their performance.
Summary
Classroom assessment tests and techniques are a series of tools and practices designed to give
teachers accurate information about the quality of student learning. Information gathered is not
used for grading or teacher evaluation. Instead, it is used to facilitate dialogue between students
and teachers on the quality of the learning process, and how to improve it. For this purpose, there
are several types and techniques for testing that can be done during an evaluation. They can be
done by our school system or independently. Keeping in view the learning domains or aspects

15. different tests such as achievement tests, aptitude tests, attitude scale, intelligence tests, personality
tests, norm and criterion tests, and assessment techniques such as questionnaire, interview,
observation, rating scale, and standardized testing were discussed.
Both Norm-Referenced Tests and Criterion Reference Tests can be standardized. The U.S.
Congress, Office of Technology Assessment defines a standardized test as one that uses uniform
procedures for administration and scoring to assure that the results from different people are
comparable. Any kind of test--from multiple choices to essays to oral examinations--can be
standardized if uniform scoring and administration are used. This means that the comparison of
student scores is possible. Thus, it can be assumed that two students who receive identical scores
on the same standardized test demonstrate corresponding levels of performance. Most national,
state and district tests are standardized so that every score can be interpreted regularly for all
students and schools

17. References
 https://www.toppr.com/bytes/criterion-referenced-test/
 https://www.toppr.com/bytes/norm-referenced-test/
 https://www.theclassroom.com/difference-between-criterionreferenced-normreferenced-tests-
8674246.html
 https://content.acsa.org/articles/criterion-vs-norm-referenced-tests
 https://www.renaissance.com/edwords/criterion-referenced-test/
 https://www.edglossary.org/criterion-referenced-test/
 https://www.thoughtco.com/criterion-referenced-tests-measuring-academic-skills-3110860
 https://tophat.com/glossary/n/norm-referenced-test/
 Brown, J. D. (2014). Differences in how norm-referenced and criterion-referenced tests are
developed and validated. Shiken, 29.
 Classroom Assessment by AIOU, Code 6407; Chapter 3
 Bond, Linda A. Norm-Referenced Testing and Criterion-Referenced Testing: The Differences
in Purpose, Content, and Interpretation of Results.