Psychologists distinguish between criterion-referenced and norm-referenced assessment scores. a. Explain the difference between these two types of scores. b. Describe a situation in which criterion-referenced scores would clearly be more appropriate, and why. c. Describe a situation in which norm-referenced scores would clearly be more appropriate, and why
What will be an ideal response?
a. A criterion-referenced score indicates what and how much a student has learned. A norm-referenced score indicates how a student's performance compares to that of his or her peers.
b. The response should describe a situation in which it is important to know exactly what students do and do not know (e.g., giving a pretest to determine where to begin instruction, assessing learning in a mastery situation).
c. The response should describe a situation in which students must be compared to one another (e.g., selecting students for a program with limited spaces, assessing performance in a domain where mastery is very difficult to define in absolute terms).
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Design an exploration phase that would help students distinguish between simple and parallel circuits.
What will be an ideal response?
Alan, a high school student with ADHD, does not reflect recent research that compare students with ADHD with their peers without disabilities in post-secondary environment. Alan, at the completion of his first semester in university, has a 3.5 GPA. All the following are skills Alan developed to support his academic success EXCEPT ________.
A. study skills B. organization and time management skills C. online social media and video games skills with frequent use D. independent reading skills
Quaker secondary schools differed from others of the time in that
a. They were established to educate the poor, both sexes, and all races. b. They were innovative. c. Emphasis was on the classical curriculum. d. None of the above.
The opportunity to learn with others at the same levels of interest and achievement is an example of which strategy?
a. Grouping b. Acceleration c. Enrichment d. Differentiation