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Problematizing Criterion Referenced Testing in the Indian Context

Problematizing Criterion Referenced Testing in the Indian Context. Tulika Prasad Associate Professor (Dept.of English)

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Problematizing Criterion Referenced Testing in the Indian Context

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  1. Problematizing Criterion Referenced Testing in the Indian Context Tulika Prasad Associate Professor (Dept.of English) University of Delhi

  2. Various models of Assessment • Norm-referenced Assessment • Criterion –referenced Assessment • Ipsative Assessment

  3. Norm referenced Assessment • What is Norm referenced Assessment? • Why the need to change to criterion referenced assessment ?

  4. Criterion Referenced Assessment • What do we understand by criterion referenced testing ? • Is it better than norm referenced testing? • How? • While norm-referenced tests ascertains the rank of students, criterion-referenced tests (CRTs) determine "...what test takers can do and what they know, not how they compare to others (Anastasi, 1988, p. 102).

  5. Advantages of Criterion Referenced Assessment • Students learn based on their needs. • Students study and practise their own goals and objectives. • Students are expected to achieve realistic goals. • Grades are solely dependent on how students perform against their goals and objectives.

  6. contd. • When students reach their goals, they feel a sense of accomplishment, which encourages them to keep trying their best and this will eventually, lead to better scores. • The whole concept of criterion-referenced instruction means that the teaching moves away from grade-level content to content based on what the students need.

  7. Reliability of CRA • Defined in terms of consistency in the classification of candidates to performance categories over a number of tests administered to them • Variation in candidate score is not important if candidates are still assigned the same performance category after taking a number of tests

  8. Validity of CRA • The match between the content of the test items and the knowledge or skills that they are intended to measure • The match between the collection of test items and what they measure and the domain of content that the tests are expected to measure

  9. Disadvantages of CRA • Creating tests that are both valid and reliable requires fairly extensive and expensive time and effort • Results cannot be generalized especially if the criteria set for a course is specific only for that course or the criteria has been defined in a very narrow sense.

  10. Overview of CEFR • What is CEFR ? • Issues in implementing CEFR

  11. Assessment in the Indian Context • Issues of of assessment in our (Indian) schools and universities • Impact of this kind of assessment • How to resolve this: alternatives available

  12. Criterion Referenced Testing in the Indian Context • Validity of using CEFR scales in a multilingual context (India). • Challenges of CRA in the Indian context

  13. Discussion of a CRA model • Promises and problems of this model. • Is there hope at the end of the tunnel ?

  14. Ipsative Assessment • What is Ipsative assessment? • Is it a viable alternative? • How? Students are only judged against themselves, therefore they have a better chance of scoring high, which will help improve their self-esteem as well.

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