A norm-referenced approach in assessment is used to estimate how the individuals being assessed compare to other individuals in terms of performance on the test. Individual performance is judged in comparison to other individuals tested, rather than against a set of criteria, as with criterion-referenced tests. Overall Task Content Area. Performance expectations are task-specific statements that describe what students should do during an assessment. Procedural knowledge is knowledge about how to do something.
Reliability is the degree to which an assessment or instrument consistently measures an attribute.
Inter-rater reliability is the degree to which an assessment yields similar results for the same individual at the same time with more than one rater. Test-retest reliability is the degree to which an assessment yields similar results from one testing occasion to another in the absence of intervening growth or instruction. A rubric is the guide used to score performance assessments in a reliable, fair, and valid manner and is generally composed of dimensions for judging student performance, a scale for rating performances on each dimension, and standards of excellence for specified performance levels. Analytic scoring provides separate scores for multiple dimensions of student work. Analytic scoring allows for more specific and detailed feedback than holistic scoring.