Purpose: In grading, one of the most common errors is made in combining two or more different test scores. This study aimed to investigate the agreement of grades calculated by weighting raw scores and standard scores. Research Methods: In this simulation study, data were simulated for midterm and final measurements. Nine conditions [3 (class…

Thorndike (1969) proposed a three P theory of faculty grading orientations (FGOs) -- "perfection", "peers", and "potential", also known as Criterion-, Norm, and Self-referenced FGOs in the literature. Using data from a 2014 faculty survey I examined the responses of 1,742 faculty at 18 four-year, primarily teaching…

This article seeks to explain why, even in norm referenced assessment environments, students and other stakeholders should not be concerned that students who help peers learn are negatively impacting their own assessments. The article opens with a review of assessment options: norm referenced, criterion referenced and ipsative. Next, Social…

In the present paper and the discussion that follows, the author presents aspects of test construction and a careful description of instructional objectives. Constructing tests involves several stages such as describing language objectives, selecting appropriate test task, devising and assembling test tasks, and devising a scoring system for…

The purpose of the study was to examine four questions concerning English Language Learners (ELLs). First, does English Language Learner status impact math scores? Second, does immigrant status favorably contribute to math achievement? Third, what math achievement is possible in other countries where there is multilingualism or high immigrant…

This study compared effect sizes applied to raw, scaled, and normal curve equivalent (NCE) data. Recommendations for the interpretation of effect sizes vary. For example, some authors suggest that an effect size below 0.50 is small, between 0.50 and 1.00 is moderate, and above 1.00 is large. These are products of the criterion formally used by the…

A study involving a sample of people selected to represent the nonimpaired American population, aged 16 to 74 years, was undertaken to determine the effectiveness of the Wechsler Memory Scale--Revised. The scale's subtests were designed to assess memory of personal and general knowledge, logical memory, verbal paired association, figural memory,…

A comparison was made between scores and grades of college students taking a development and learning course, using either a modified mastery grading system (MMGS) or a modified norm-referenced grading system (MNRGS). Under the MMGS, students could take each unit exam up to three times to meet minimum or higher criteria levels. Under the MNRGS,…

Three separate studies were designed to provide information on the alignment of norm-referenced achievement test items in language arts to Nebraska's content standards at grades 4, 8, and 11. The information was used to evaluate the alignment of the tests to the standards as well as compare that alignment across the five tests. There were 20…

A comparison is made between Elementary Secondary Education Act Title I normal curve equivalent (NCE) gains derived from the norm-referenced test (NRT) Model A1 and Title I NCE gains derived from the criterion-referenced test (CRT) Model A2. In addition, four equating methods (normalized, curvilinear, linear, and abbreviated equipercentile) for…

Distinction between norm referenced and criterion referenced tests are explored in relationship to underlying philosophy and intent. In considering the use of a criterion referenced test for instructional purposes, consideration is given to: specification of objectives, item content and selection, reliability, and needs assessment. (Author)

This overview of the Alaska system for test development, scoring, and reporting explored differences and similarities between norm-referenced and standards-based tests. The current Alaska testing program is based on legislation passed in 1997 and 1998, and is designed to meet the requirements of the federal No Child Left Behind Legislation. In…

Multiple measures may mean multiple opportunities to show achievement or the use of multiple assessment formats. A third meaning is the use of assessments from different sources, such as augmenting an external, usually commercial assessment with a state's own assessment. The first two meanings of multiple assessments have been explored…

Norm-referenced tests yield information regarding a student's performance in comparison to a norm or average of performance by similar students. Norms are statistics that describe the test performance of a well-defined population. The process of constructing norms, called norming, is explored briefly in this paper. Some of the most widely reported…

Grouping students to facilitate instruction alone, instructional delivery systems which maintain student dependency on teachers, the practice of teaching to disseminate information without mastery, class norm-referenced grading practices, and study habits which focus on getting grades, help produce the educational dilemma faced today. In mastery…