A standards-referenced test compares every student to the standard set by the test giver. A norm-referenced test compares every student to every other student. The lines between different levels of achievement will be set after the test has been taken and corrected. Then the results are laid out, and the lines between levels (cut scores) are set.
CURMUDGUCATION: Norms vs. Standards - 1 views
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When I give my twenty word spelling test, I can't set the grade levels until I correct it. Depending on the results, I may "discover" that an A is anything over a fifteen, twelve is Doing Okay, and anything under nine is failing. Or I may find that twenty is an A, nineteen is okay, and eighteen or less is failing. If you have ever been in a class where grades are curved, you were in a class that used norm referencing.
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With standards reference, we can set a solid immovable line between different levels of achievement, and we can do it before the test is even given. This week I'm giving a spelling test consisting of twenty words. Before I even give the test, I can tell my class that if they get eighteen or more correct, they get an A, if they get sixteen correct, they did okay, and if the get thirteen or less correct, they fail.
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What Doesn't Work: Literacy Practices We Should Abandon | Edutopia - 0 views
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1. "Look Up the List" Vocabulary Instruction
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2. Giving Students Prizes for Reading
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3. Weekly Spelling Tests
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Trouble with Rubrics - 0 views
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She realized that her students, presumably grown accustomed to rubrics in other classrooms, now seemed “unable to function unless every required item is spelled out for them in a grid and assigned a point value. Worse than that,” she added, “they do not have confidence in their thinking or writing skills and seem unwilling to really take risks.”[5]
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This is the sort of outcome that may not be noticed by an assessment specialist who is essentially a technician, in search of practices that yield data in ever-greater quantities.
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The fatal flaw in this logic is revealed by a line of research in educational psychology showing that students whose attention is relentlessly focused on how well they’re doing often become less engaged with what they're doing.
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