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Criterion vs. Norm-referenced Testing.

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Bibliographic Details
Title: Criterion vs. Norm-referenced Testing.
Authors: Pimsleur, Paul
Source: Language Association Bulletin. Sep 1975 27(1):21-24.
Peer Reviewed: N
Page Count: 5
Publication Date: 1975
Document Type: Journal Articles
Descriptors: College Language Programs, Communicative Competence (Languages), Criterion Referenced Tests, Evaluation Criteria, Evaluation Methods, Formative Evaluation, Language Instruction, Language Tests, Linguistic Performance, Norm Referenced Tests, Second Language Learning, Sociolinguistics, Summative Evaluation, Teaching Methods, Testing
Abstract: A norm-referenced evaluation system, which evaluates the student in comparison to his peers, is rejected in favor of a criterion-referenced system. The latter, which rates the performance of a student on an absolute standard, makes for an individualized approach. Two kinds of tests are distinguished, the formative, administered during the course of learning, and the summative, which evaluates achievement following a given period of instruction. It is suggested that formative tests be of the criterion-referenced type. A specific testing program is outlined whereby an aptitude test is administered before instruction begins. When instruction begins, testing is tied directly to the teaching process. The advantage of this is knowing immediately which items need more work. Criterion-referenced testing also de-emphasizes competition, reduces anxiety about learning, and encourages teachers to set realistic and reachable goals, thus helping the less able students. Future language instruction should place greater emphasis on the teaching and testing of communicative competence. The results of an experiment conducted at the University of Illinois to determine the effectiveness of incorporating competence training into the learning process reinforce the importance of teaching communicative competence. A suggested foreign language testing program follows the article. (CLK)
Notes: Not available in hard copy due to marginal legibility of original document
Journal Code: RIEFEB1976
Entry Date: 1976
Accession Number: ED112681
Database: ERIC
Description
Abstract:A norm-referenced evaluation system, which evaluates the student in comparison to his peers, is rejected in favor of a criterion-referenced system. The latter, which rates the performance of a student on an absolute standard, makes for an individualized approach. Two kinds of tests are distinguished, the formative, administered during the course of learning, and the summative, which evaluates achievement following a given period of instruction. It is suggested that formative tests be of the criterion-referenced type. A specific testing program is outlined whereby an aptitude test is administered before instruction begins. When instruction begins, testing is tied directly to the teaching process. The advantage of this is knowing immediately which items need more work. Criterion-referenced testing also de-emphasizes competition, reduces anxiety about learning, and encourages teachers to set realistic and reachable goals, thus helping the less able students. Future language instruction should place greater emphasis on the teaching and testing of communicative competence. The results of an experiment conducted at the University of Illinois to determine the effectiveness of incorporating competence training into the learning process reinforce the importance of teaching communicative competence. A suggested foreign language testing program follows the article. (CLK)