Criterion-referenced interpretation is the interpretation of a test score to measure the knowledge, skills, and abilities a student can demonstrate from a clearly defined content. Students’ performance on criterion-referenced assessments is measured against specified learning standards (Lynch, 2021). These standards are assessments of what students should know and perform at different stages of their education. Students are assessed using criterion-referenced tests to assure teachers that they have developed appropriate abilities. Typically, criterion-referenced tests are designed with 100 total points; thus, grades are usually expressed as percentages.
The strengths of the criterion-referenced testing method include designing tests based on curriculum-specific teaching objectives. The tests are developed at a classroom level; thus, teachers can identify students’ progression locally. The scores for pupils’ are independent of other students’ performance; therefore, teachers assess pupils’ progression individually. The scores and students’ feedback are easy to obtain as the teachers mark the test based on predefined answers. The drawbacks of this method include the lack of comparison between pupils’ performance in different locations. The tests are class-based, thus unable to measure students’ performance against other schools (Hughes, 2020). In addition, the development of reliable and valid tests is complex due to teachers’ work overload. Students may have access to tests before exams, thus invalidating the scores.
The criterion referencing test scores provide information on student skills and level of mastery. Students are deemed proficient when they perform above an established expectation and correctly answer a certain percentage of questions. Students who obtain minimum scores pass the test and proceed to the next grade. Therefore, the scores provide insight into the class progression and identify students with learning disabilities (Logsdon, 2020). Teachers determine the level of help available to the students by developing an individualized education program.
References
Hughes, A. (2020). Testing for language teachers. Cambridge university press. Web.
Logsdon, A. (2020). Criterion-referenced tests measure student skills and concepts. Verywell Family. Web.
Lynch, M. (2021). A guide to criterion-referenced tests. The Edvocate. Web.