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Evaluating Performance on National Assessment Objectives: Norm-Referenced and Criterion-Referenced Interpretations

David J. Alvord, Barbara E. Brittingham

Abstract

This study utilized National Assessment of Educational Progress exercises to assess performance on specific reading objectives. The method of data analysis encompassed both norm-referenced and criterion-referenced interpretations of pupil performance. Reading assessment results from 1,105 fourth grade pupils indicated from both norm- and criterion-referenced aspects that performance was sufficient to suggest attainment of the objectives. Problems associated with certain aspects of the criterion-referenced interpretations were discussed and recommendations for solutions explored.

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Key concepts: Criterion-referenced test, Norm-referenced test, Norm (philosophy), Psychology, Mathematics education, Reading (process), Computer science, Standardized test