A norm-referenced test (NRT) is a type of test, assessment, or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured. Assigning scores on such tests may be described as relative grading, marking on a curve ( BE ) or grading on a curve ( AE, CE ) (also referred to as curved grading, bell curving, or using grading curves). It is a method of assigning grades to the students in a class in such a way as to obtain or approach a pre-specified distribution of these grades having a specific mean and derivation properties, such as a normal distribution (also called Gaussian distribution). The term "curve" refers to the bell curve, the graphical representation of the probability density of the normal distribution, but this method can be used to achieve any desired distribution of the grades – for example, a uniform distribution. IQ tests are norm-referenced tests, because their goal is to see which test taker is more intelligent than the other test takers . The median IQ is set to 100, and all test takers are ranked up or down in comparison to that level. Theater auditions and job interviews are norm-referenced tests, because their goal is to identify the best candidate compared to the other candidates, not to determine how many of the candidates meet a fixed list of standards. Other types As alternatives to normative testing, tests can be ipsative assessments or criterion-referenced assessments.  In an ipsative assessment, the individuals' performance is compared only to their previous performances.Assessment For example, a person on a weight-loss diet is judged by how his current weight compares to his own previous weight, rather than how his weight compares to an ideal or how it compares to another person.  A test is criterion-referenced when the performance is judged according to the expected or desired behavior. Tests that judge the test taker based on a set standard (e.g., everyone should be able to run one kilometer in less than five minutes) are criterion-referenced tests. The goal of a criterion-referenced test is to find out whether the individual can run as fast as the test giver wants, not to find out whether the individual is faster or slower than the other runners. Standards-based education reform focuses on criterion-referenced testing.stories 5-01.html Fairtest.org: Times on Testing "criterion referenced" tests measure students against a fixed yardstick, not against each other. Illinois Learning Standards Most everyday tests and quizzes taken in school, as well as most state achievement tests and high school graduation examinations, are criterion-referenced. In this model, it is possible for all test takers to pass or for all test takers to fail. For example, if there are five grades in a particular university course, A, B, C, D, and F, where A is reserved for the top 20 \% of students, B for the next 30 \%, C for the next 30 \%-40\% , and D or F for the remaining 10 \%-20\% , then scores in the percentile interval from 0 \% to  20 \% will receive a grade of D or F, scores from  21 \% to 50 \% will receive a grade of C, scores from 51 \% to 80 \% receive a grade of B, and scores from 81 \% to 100 \% will achieve a grade of A. A serious limitation of norm-reference tests is that the reference group may not represent the current population of interest. As noted by the Oregon Research Institute's International Personality Item Pool website, "One should be very wary of using canned "norms" because it isn't obvious that one could ever find a population of which one's present sample is a representative subset. Most "norms" are misleading, and therefore they should not be used. Far more defensible are local norms, which one develops oneself. For example, if one wants to give feedback to members of a class of students, one should relate the score of each individual to the means and standard deviations derived from the class itself. To maximize informativeness, one can provide the students with the frequency distribution for each scale, based on these local norms, and the individuals can then find (and circle) their own scores on these relevant distributions." Oregon Research Institute, IPIP website, URL See also Grading in education Macabre constant Concept inventory Educational assessment Psychometrics Standardized test—all individuals are given the same test under the same conditions . Used for both norm-referenced and criterion-referenced tests . List of law school GPA curves Equating
A norm-referenced test (NRT) is a type of test, assessment, or evaluation which yields an estimate of the position of the tested individual in a predefined population, with respect to the trait being measured. Assigning scores on such tests may be described as relative grading, marking on a curve ( BrE ) or grading on a curve ( AmE, CanE ) (also referred to as curved grading, bell curving, or using grading curves). It is a method of assigning grades to the students in a class in such a way as to obtain or approach a pre-specified distribution of these grades having a specific mean and derivation properties, such as a normal distribution (also called Gaussian distribution). The term "curve" refers to the bell curve, the graphical representation of the probability density of the normal distribution, but this method can be used to achieve any desired distribution of the grades – for example, a uniform distribution. IQ tests are norm-referenced tests, because their goal is to rank test takers' intelligence . The median IQ is set to 100, and all test takers are ranked up or down in comparison to that level. Other types As alternatives to normative testing, tests can be ipsative assessments or criterion-referenced assessments. Ipsative In an ipsative assessment, the individuals' performance is compared only to their previous performances.Assessment For example, a person on a weight-loss diet is judged by how his current weight compares to his own previous weight, rather than how his weight compares to an ideal or how it compares to another person. Criterion-referenced A test is criterion-referenced when the performance is judged according to the expected or desired behavior. Tests that judge the test taker based on a set standard (e.g., everyone should be able to run one kilometre in less than five minutes) are criterion-referenced tests. The goal of a criterion-referenced test is to find out whether the individual can run as fast as the test giver wants, not to find out whether the individual is faster or slower than the other runners. Standards-based education reform focuses on criterion-referenced testing.stories 5-01.html Fairtest.org: Times on Testing "criterion referenced" tests measure students against a fixed yardstick, not against each other. Illinois Learning Standards Most everyday tests and quizzes taken in school, as well as most state achievement tests and high school graduation examinations, are criterion-referenced. In this model, it is possible for all test takers to pass or for all test takers to fail. For example, if there are five grades in a particular university course, A, B, C, D, and F, where A is reserved for the top 20 \% of students, B for the next 30 \%, C for the next 30 –40 \% , and D or F for the remaining 10 –20 \% , then scores in the percentile interval from 0 \% to 10– 20 \% will receive a grade of D or F, scores from 11– 21 \% to 50 \% will receive a grade of C, scores from 51 \% to 80 \% receive a grade of B, and scores from 81 \% to 100 \% will achieve a grade of A. A serious limitation of norm-reference tests is that the reference group may not represent the current population of interest. As noted by the Oregon Research Institute's International Personality Item Pool website, "One should be very wary of using canned 'norms' because it isn't obvious that one could ever find a population of which one's present sample is a representative subset. Most 'norms' are misleading, and therefore they should not be used. Far more defensible are local norms, which one develops oneself. For example, if one wants to give feedback to members of a class of students, one should relate the score of each individual to the means and standard deviations derived from the class itself. To maximize informativeness, one can provide the students with the frequency distribution for each scale, based on these local norms, and the individuals can then find (and circle) their own scores on these relevant distributions." Oregon Research Institute, IPIP website, URL See also Grading in education Macabre constant Concept inventory Educational assessment Psychometrics Standardized test—all individuals are given the same test under the same conditions ; used for both norm-referenced and criterion-referenced tests List of law school GPA curves Equating
R
BE
BrE
R
AE, CE
AmE, CanE
R
see which test taker is more intelligent than the other test takers
rank test takers' intelligence
D
Theater auditions and job interviews are norm-referenced tests, because their goal is to identify the best candidate compared to the other candidates, not to determine how many of the candidates meet a fixed list of standards.
A
Ipsative
A
Criterion-referenced
R
kilometer
kilometre
R
\%-40\%
–40 \%
R
\%-20\%
–20 \%
A
10–
A
11–
R
"norms"
'norms'
R
"norms"
'norms'
R
. Used
; used
D
.