How do criterion-referenced assessments differ from norm-referenced assessments?

Criterion-referenced assessments are designed to measure a student's performance against a defined set of standards or learning goals. This means the focus is on whether a student has mastered specific skills or content, rather than comparing their performance to that of their peers. These assessments often use clear criteria to evaluate a student's understanding, allowing educators to identify individual strengths and areas for improvement.

By concentrating on specific learning objectives, criterion-referenced assessments help ensure that all students meet defined benchmarks or standards. This focus on mastery allows educators to provide targeted support and instruction based on individual needs, thereby promoting a more personalized learning experience.

In contrast, norm-referenced assessments aim to compare an individual's performance to a broader group, often for purposes such as ranking or categorizing students relative to their peers. While norm-referenced assessments can give an indication of how a student performs in comparison to others, they do not directly assess whether the student has achieved a particular level of knowledge or skill mastery.

Therefore, the emphasis of criterion-referenced assessments on mastery makes them a essential tool in education, especially when the goal is to ensure that all students achieve specified learning outcomes.