What is Norm-Reference Test?
This term refers to standardized tests that are used to compare and rank test takers against one another. Norm-referenced examinations indicate whether test takers fared better or worse than a hypothetical average student, as determined by comparing scores to those of a statistically selected set of test takers, often of the same age or grade level, who have already taken the exam.
Basal and Ceilings
Steps in Test Development
- Domain, theoretical basis of test defined. This includes support for construct as well as defining what the domain is not.
- Exploration of item pool. Experts in the field and other sources of possible items are used to begin collecting items.
- Developmental version of test or subtests.
- Field-based research using developmental version of test or subtests.
- Research on developmental versions analyzed.
- Changes made to developmental versions based on results of analyses.
- Standardization version prepared.
- Sampling procedures to establish how and where persons in sample will be recruited.
- Testing coordinators located at relevant testing sites representing preferred norm sample.
- Standardization research begins. Tests are administered at testing sites.
- Data collected and returned to test developer.
- Data analyzed for establishing norms, reliability, validity.
- Test prepared for final version, packaging, protocols, manual.
- Test available for purchase
Test Administration
When administering a norm referenced standardized test, it is important to remember that the test developer has specific directions for the examiner and the examinee. There is a test manual that has specific information that the examiner must read and understand before administering the test.
General guidelines for Test Administration
General guidelines that are applied to stanardized test:
STUDENT REQUESTS FOR REPETITION OF TEST ITEMS Students often ask the tester to repeat a question. This is usually permissible as long as the item is repeated verbatim and in its entirety. However, repetition of memory items measuring the student’s ability to recall information is not allowed.
ASKING STUDENTS TO REPEAT RESPONSES Sometimes the tester must ask the student to repeat a response. Perhaps the tester did not hear what the student said, or the student’s speech is difficult to understand. However, the tester should make every effort to see or hear the student’s first answer. The student may refuse to repeat a response or, thinking that the request for repetition means the first response was unsatisfactory, answer differently.
STUDENT MODIFICATION OF RESPONSES When students give one response, then change their minds and give a different one, the tester should accept the last response, even if the modification comes after the tester has moved to another item. However, some tests specify that only the first response may be accepted for scoring.
CONFIRMING AND CORRECTING STUDENT RESPONSES The tester may not in any way—verbal or nonverbal—inform a student whether a response is correct. Correct responses may not be confirmed; wrong responses may not be corrected. This rule is critical for professionals who both teach and test, because their first inclination is to reinforce correct answers.
REINFORCING STUDENT WORK BEHAVIOR Although testers cannot praise students for their performance on specific test items, good work behavior can and should be rewarded. Appropriate comments are “You’re working hard” and “I like the way you’re trying to answer every question.” Students should be praised between test items or subtests to ensure that reinforcement is not linked to specific responses.
ENCOURAGING STUDENTS TO RESPOND When students fail to respond to a test item, the tester can encourage them to give an answer. Students sometimes say nothing when presented with a difficult item, or they may comment, “I don’t know” or “I can’t do that one.” The tester should repeat the item and say, “Give it a try” or “You can take a guess.” The aim is to encourage the student to attempt all test items. QUESTIONING STUDENTS Questioning is permitted on many tests. If in the judgment of the tester the response given by the student is neither correct nor incorrect, the tester repeats the student’s answer in a questioning tone and says, “Tell me more about that.” This prompts the student to explain so that the response can be scored. However, clearly wrong answers should not be questioned.
COACHING Coaching differs from encouragement and questioning in that it helps a student arrive at an answer. The tester must never coach the student. Coaching invalidates the student’s response; test norms are based on the assumption that students will respond without examiner assistance. Testers must be very careful to avoid coaching.
ADMINISTERATION OF TIMED ITEMS Some tests include timed items; the student must reply within a certain period to receive credit. In general, the time period begins when the tester finishes presentation of the item. A watch or clock should be used to time student performance.
STUDENT REQUESTS FOR REPETITION OF TEST ITEMS Students often ask the tester to repeat a question. This is usually permissible as long as the item is repeated verbatim and in its entirety. However, repetition of memory items measuring the student’s ability to recall information is not allowed.
ASKING STUDENTS TO REPEAT RESPONSES Sometimes the tester must ask the student to repeat a response. Perhaps the tester did not hear what the student said, or the student’s speech is difficult to understand. However, the tester should make every effort to see or hear the student’s first answer. The student may refuse to repeat a response or, thinking that the request for repetition means the first response was unsatisfactory, answer differently.
STUDENT MODIFICATION OF RESPONSES When students give one response, then change their minds and give a different one, the tester should accept the last response, even if the modification comes after the tester has moved to another item. However, some tests specify that only the first response may be accepted for scoring.
CONFIRMING AND CORRECTING STUDENT RESPONSES The tester may not in any way—verbal or nonverbal—inform a student whether a response is correct. Correct responses may not be confirmed; wrong responses may not be corrected. This rule is critical for professionals who both teach and test, because their first inclination is to reinforce correct answers.
REINFORCING STUDENT WORK BEHAVIOR Although testers cannot praise students for their performance on specific test items, good work behavior can and should be rewarded. Appropriate comments are “You’re working hard” and “I like the way you’re trying to answer every question.” Students should be praised between test items or subtests to ensure that reinforcement is not linked to specific responses.
ENCOURAGING STUDENTS TO RESPOND When students fail to respond to a test item, the tester can encourage them to give an answer. Students sometimes say nothing when presented with a difficult item, or they may comment, “I don’t know” or “I can’t do that one.” The tester should repeat the item and say, “Give it a try” or “You can take a guess.” The aim is to encourage the student to attempt all test items. QUESTIONING STUDENTS Questioning is permitted on many tests. If in the judgment of the tester the response given by the student is neither correct nor incorrect, the tester repeats the student’s answer in a questioning tone and says, “Tell me more about that.” This prompts the student to explain so that the response can be scored. However, clearly wrong answers should not be questioned.
COACHING Coaching differs from encouragement and questioning in that it helps a student arrive at an answer. The tester must never coach the student. Coaching invalidates the student’s response; test norms are based on the assumption that students will respond without examiner assistance. Testers must be very careful to avoid coaching.
ADMINISTERATION OF TIMED ITEMS Some tests include timed items; the student must reply within a certain period to receive credit. In general, the time period begins when the tester finishes presentation of the item. A watch or clock should be used to time student performance.