Which assessment evaluates achievement according to a predetermined standard?

Which assessment evaluates achievement according to a predetermined standard?

• A. Criterion Referenced Tests
• B. Norm-Referenced test
• C. Curriculum based measurement
• D. Generalization and maintenance

Answer: (A)

Criterion-referenced assessments determine whether a student has achieved a specific standard or set of criteria. The key is mastery: the score or performance is judged against fixed levels of performance that define what counts as success for that skill or objective, not against how other students perform. This makes the result directly tied to whether the student has met the predetermined expectations, such as a rubric score, a cut-off like “pass” at a defined percentage, or a checklist of required skills. In contrast, norm-referenced tests compare a student’s performance to a normative group and produce relative rankings (percentiles), focusing on how the student stacks up against peers rather than whether they have mastered a defined standard. Curriculum-based measurement monitors progress by repeatedly sampling skills from the current curriculum to see growth toward goals, rather than declaring mastery of a fixed standard. Generalization and maintenance refer to applying skills across settings and over time, not to a particular type of assessment. So, evaluating achievement according to a predetermined standard is a criterion-referenced approach.

Criterion-referenced assessments determine whether a student has achieved a specific standard or set of criteria. The key is mastery: the score or performance is judged against fixed levels of performance that define what counts as success for that skill or objective, not against how other students perform. This makes the result directly tied to whether the student has met the predetermined expectations, such as a rubric score, a cut-off like “pass” at a defined percentage, or a checklist of required skills.

In contrast, norm-referenced tests compare a student’s performance to a normative group and produce relative rankings (percentiles), focusing on how the student stacks up against peers rather than whether they have mastered a defined standard. Curriculum-based measurement monitors progress by repeatedly sampling skills from the current curriculum to see growth toward goals, rather than declaring mastery of a fixed standard. Generalization and maintenance refer to applying skills across settings and over time, not to a particular type of assessment.

So, evaluating achievement according to a predetermined standard is a criterion-referenced approach.