Educators must understand the various forms of assessments. Two of the major forms of assessments are criterion- and norm-referenced assessments. Data-literate educators understand and appreciate the distinctions between these two assessment types and can speak confidently about these differences with a variety of audiences.
Students’ families are a primary audience with whom educators must often distinguish between criterion- and norm-referenced assessments. When distinguishing between these assessment types, data-literate educators will discuss, at minimum, the following major distinctions:
Criterion- and norm-referenced assessments serve different purposes. Data-literate educators will narrate these purposes and illustrate the differences with clear examples parents are likely to be familiar with.
Scores from criterion- and norm-referenced assessments must be interpreted differently. Data-literate teachers explain these differences clearly and leverage concrete examples to distinguish between the two types.
There are other distinctions between criterion- and norm-referenced assessments, but these are the two most important differences data-literate educators highlight when discussing assessments with students’ families. Effective educators also explain these distinctions to families in a manner that is both clear and respectful.
To earn the micro-credential Criterion- vs. Norm-Referenced Assessments, you must submit a short video that demonstrates how to distinguish between criterion- and norm-referenced assessments for families. Given the audience, the evaluation includes criteria associated both with the correctness of the distinction AND with how that distinction is communicated. (Would a generally uninformed, but intelligent, parent or guardian appreciate the description?)
Note: The video should be shorter than five minutes and does not need to include an actual family.
Your artifact submission will be assessed on the following rubric. You must earn a (3) Proficient or (4) Exemplary to earn the micro-credential.
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