What is the characteristic of norm-referenced formal assessments?

What is the characteristic of norm-referenced formal assessments?

• A. Scores are based solely on individual performance
• B. Scores are compared to the performance of peers
• C. Scores indicate absolute levels of mastery
• D. Scores require multiple testing formats

Answer: (B)

The correct choice highlights a fundamental aspect of norm-referenced formal assessments, which is that the scores obtained by an individual are compared to the performance of a defined group of peers. This peer group typically consists of a representative sample that has taken the same assessment, providing a basis for comparison. In norm-referenced assessments, the goal is to understand how an individual’s performance ranks relative to others, allowing educators and evaluators to determine the standing of a student within a broader context. It emphasizes the distribution of scores, which can inform decisions about relative performance levels, identify students who may need additional support, or recognize high-achievers. This approach contrasts with absolute measures of mastery, where scores indicate the level of knowledge or skills attained against a specific standard or criterion. Norm-referenced assessments do not emphasize these absolute levels but instead focus on the context of comparison to peers, reflecting the typical performance and distribution patterns in a normal population.

The correct choice highlights a fundamental aspect of norm-referenced formal assessments, which is that the scores obtained by an individual are compared to the performance of a defined group of peers. This peer group typically consists of a representative sample that has taken the same assessment, providing a basis for comparison.

In norm-referenced assessments, the goal is to understand how an individual’s performance ranks relative to others, allowing educators and evaluators to determine the standing of a student within a broader context. It emphasizes the distribution of scores, which can inform decisions about relative performance levels, identify students who may need additional support, or recognize high-achievers.

This approach contrasts with absolute measures of mastery, where scores indicate the level of knowledge or skills attained against a specific standard or criterion. Norm-referenced assessments do not emphasize these absolute levels but instead focus on the context of comparison to peers, reflecting the typical performance and distribution patterns in a normal population.