Designed to report whether students' achievement meets some established standard or threshold of performance. Scores are usually reported in two forms: a numeric scale score and the student's proficiency status, using such terms as basic : proficient : advanced or pass/fail.
Test with a predetermined standard of performance that is tied to a specific domain of behavior
According to A Lexicon of Learning: What Educators Mean When They Say... from the Association for Supervision and Curriculum Development (ASCD), criterion-referenced tests are tests designed to measure how thoroughly a student has learned a particular body of knowledge without regard to how well other students have learned it. Most nationally standardized achievement tests are norm-referenced, meaning that a student's performance is compared to how well students in the norming group did when the test was normed. Criterion-referenced tests are directly related to the curriculum of a particular school district or state and are scored according to fixed criteria.
Designed to provide information on specific knowledge or skills possessed by a student. Such tests usually cover relatively small units of content and are closely related to instruction. Their scores have meaning in terms of what the student knows or can do, rather than their relation to the scores made by some external reference group.
assesses achievement or performance against a cut-off score that is determined as a reflection of mastery or attainment of specified objectives; evaluates individual performance in terms of some predetermined criterion for success at performing some behavior with some result under certain conditions and judged by certain standards: writing a friendly letter in the target language (the behavior), consisting of 50 words or more (the result), within 10 minutes (the condition), with no more than three morphological errors (the standard). Focus is on ability to perform tasks rather than group ranking.
A test that assesses specific instructional objectives or standards. Criterion-referenced tests may be traditional tests, such as paper-and-pencil tests, but may also be alternative types of assessments. In a criterion-referenced test, the focus is on performance of an individual as measured against a standard or criterion rather than against performance of others who take the same test, as with norm-referenced tests.
(CRT) A criterion-referenced test (CRT) evaluates student performance based on the number of questions answered correctly, with no attention to the performance of any other test takers. This results in a score representing their knowledge of the test materials. The alternative to a CRT is a norm-referenced test (NRT).
A criterion-referenced test, also known as a CRT, is designed to measure student performance against a defined set of learning requirements or expectations. Most criterion-referenced tests measure the knowledge, skills, and abilities as defined in learning standards or curricula developed by state educational agencies or school districts. The test results are reported in terms of what students know or are able to do as compared to the defined criterion.
An informal assessment device that assesses skill mastery; compares the students performance to curricular standards.
A test that measures how well a student has learned a specific body of knowledge and skills. The goal is typically to have every student attain a passing mark, not to compare students to each other. (See norm-referenced assessment). (Ed Source)
A test in which every item is directly identified with an explicitly stated educational behavioral objective. The test is designed to determine which of these objectives have been mastered by the examinee.
A criterion-referenced test is standardized, and is administered to measure student achievement against specific standards over specified content. Educators or policy makers may choose to use a CRT when they wish to see how well students have learned the knowledge and skills that they are expected to have mastered.
A test or passing point designed to evaluate the specific knowledge or skills possessed by an examinee. Scores are based on what the examinee knows or can do, rather than on their relation to other examinees’ performance on the examination.
A criterion-referenced test is one that provides for translating the test score into a statement about the behavior to be expected of a person with that score or their relationship to a specified subject matter. By contrast, with a norm-referenced test, the translated score tells where the person stands in some population of persons who have taken the test. The same test can be used in both ways, as the ACT provides both a ranking, and indication of what level is considered necessary to likely success in college.Cronbach, L.