What is criterion-referenced assessment?
High Stakes TestingHigh stakes testing is a common example of a criterion-referenced assessment. High stakes testing refers to testing that is used by an individual or firm to help make decisions about a candidate.
In Education - High stakes testing is used to measure student qualification for advancement to a higher grade, class, or level. They are also used in education to evaluate teacher job performance, for example to determine compensation levels. Strengths -High stakes testing strengths include: allowing for learners to show their qualifications for advancing to the "next-level" of learning, or employment. Weaknesses - High stakes testing weaknesses include: the potential for a sub-par performance because of the pressures of the testing itself. Technology - In high stakes testing technology is becoming the norm rather than the exception. Many state, and local education systems use some form of technology to administer the high stakes test (follow link to AZ MERIT testing site for an example). Standardized TestingStandardized testing is any form of testing that has all test takers answering the exact same set of questions, with the same resulting correct answers, and is consistently scored to enable comparisons.
In Education - Standardized testing is used to measure student performance based on specific standards. Standardized tests are used often to determine student promotion, and as a litmus for teachers and other educators to compare student responses for future educational standards implementation. Strengths - Standardized testing strengths include: testing students on a large scale basis such as a state mandated test, as well as the removal of bias scoring because of the impartiality of computer-based scoring. Weaknesses - Standardized testing weaknesses include: the debate of the "one size fits all" education being used to measure student achievement. Technology - Similar to high stakes testing (see above) standardized testing, because it can be used at such a large scale, often will be administered using Internet technologies (follow link to AZ MERIT testing site for an example). Low Stakes TestingLow stakes testing is any form of testing that has little or no impact on a student's grade or educational outcome.
In Education - Low stakes testing is usually designed to give students an indication of how well they are performing in a particular course, or unit of study. This allows the student to measure their performance versus content being presented without affecting their final grade in a dramatic way, giving them an indicator of where they can improve. Strengths - Low stakes testing strengths include: giving students an indication of how well they are retaining and understanding content. Weaknesses - Low stakes testing weaknesses include: students not taking the testing seriously, especially if they know it does not dramatically affect their grade. Technology - Similar to end of the chapter testing testing (see above), low stakes testing delivery is only limited by resources and the teacher's imagination. Every form of educational technology has been used to create and deliver low stakes testing to students. Watch this really great video below describing the difference between low and high stakes testing, including why and how they can be used and implemented. |
Advanced Placement ExamsAdvanced Placement (AP) exams are used often to determine student preparedness for Advanced Placement (AP) credit. Commonly, students will have taken an AP course in a particular subject before taking the AP assessment. The AP assessment is administered--usually--by The College Board of Professionals.
In Education - Advanced Placement exams are used to determine a student's achievement level based on the AP course they previously finished. Strengths - of Advanced Placement exams include: allowing for student AP credit for college placement in courses of study to be determined. Weaknesses - of Advanced Placement exams include: the number of students who take the exams is usually limited to students who have actually taken an AP course. Technology - In Advanced Placement exams technology is limited to the actual study for the exams, with the exception of the AP Capstone wherein students prepare a project and presentation requiring them to study a real world problem, and present a potential solution to that problem. End of the Chapter TestingEnd of the chapter testing is any form of testing that has all test takers answering questions based on content found in a particular chapter from a text, or based on content taught in a particular lesson or set of lessons (unit).
In Education - End of the chapter testing is the most common form of testing. End of the chapter testing has been used as a form of common assessment with such prevalence because of its natural connection with content, and its ease of assessment creation and delivery to the learner. Strengths - End of the chapter testing strengths include: consistency with regards to measuring content retention versus what was covered in the chapter or lessons. Weaknesses - End of the chapter testing weaknesses include: formulaic use of question and answer systems that have a tendency to not stimulate real learning or authentic content delivery to students because of the "by route" nature of many of the assessments. Technology - The potential for technology use in end of the chapter testing is only limited by resources and the teacher's imagination. Every form of educational technology has been used to create and deliver end of the chapter testing to students. Check out this great video below about different technology implementation tools that can be used for assessment creation, and for classroom teaching in general. |
References
AzMERIT. (2015). Retrieved June 9, 2015, from http://www.azed.gov/assessment/azmerit/
College Board. (2015). Retrieved June 5, 2015, from https://professionals.collegeboard.com/testing/ap/about
Criterion-Referenced Test Definition. (2013, October 17). Retrieved June 5, 2015, from http://edglossary.org/criterion-referenced-test/
High-Stakes Test Definition. (2013, May 15). Retrieved June 5, 2015, from http://edglossary.org/high-stakes-testing/
Low-Stakes Assignments. (2014). Retrieved June 6, 2015, from http://teachingcommons.depaul.edu/Feedback_Grading/low-stakes- assignments.html
Ronan, A. (2015, April 29). Every Teacher's Guide to Assessment. Retrieved June 5, 2015, from http://www.edudemic.com/summative- and-formative-assessments/
Standardized Test Definition. (2013, May 15). Retrieved June 6, 2015, from http://edglossary.org/standardized-test/
AzMERIT. (2015). Retrieved June 9, 2015, from http://www.azed.gov/assessment/azmerit/
College Board. (2015). Retrieved June 5, 2015, from https://professionals.collegeboard.com/testing/ap/about
Criterion-Referenced Test Definition. (2013, October 17). Retrieved June 5, 2015, from http://edglossary.org/criterion-referenced-test/
High-Stakes Test Definition. (2013, May 15). Retrieved June 5, 2015, from http://edglossary.org/high-stakes-testing/
Low-Stakes Assignments. (2014). Retrieved June 6, 2015, from http://teachingcommons.depaul.edu/Feedback_Grading/low-stakes- assignments.html
Ronan, A. (2015, April 29). Every Teacher's Guide to Assessment. Retrieved June 5, 2015, from http://www.edudemic.com/summative- and-formative-assessments/
Standardized Test Definition. (2013, May 15). Retrieved June 6, 2015, from http://edglossary.org/standardized-test/
Grand Canyon University
TEC538
Blue Group
Diane Olmstead - Diagnostic
Ruben Urquidez - Formative
Katherine Webb - Summative
Millicent Connor - Norm-referenced
Christopher Murphy - Criterion-referenced
TEC538
Blue Group
Diane Olmstead - Diagnostic
Ruben Urquidez - Formative
Katherine Webb - Summative
Millicent Connor - Norm-referenced
Christopher Murphy - Criterion-referenced