Disadvantages Of Criterion Referenced Tests

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A2. Disadvantages of Criterion-referenced tests: 1. According to Glossary of Education Reform, 2014, the tests are merely as accurate or fair as the learning standards upon which they are established. If the standards are loosely verbalized, too challenging or too easy for the learners being evaluated, the test scores will manifest the incorrect standards. An assessment administered in eleventh grade that reflects a level of comprehension and proficiency learners should have learned in eighth grade would be one general illustration. Alternatively, tests may not be correctly associated with learning standards, consequently although the standards are distinctly written, age appropriate, and focused on the accurate knowledge and skills, the test may not be constructed satisfactory enough to the achievement of the standards. (Glossary of Education Reform, 2014) 2. The procedure of establishing competence levels and passing scores on criterion-referenced tests can be exceedingly subjective or distorted; the possible results may be substantial, predominantly if the tests are utilized to formulate significant determinations about learners, educators, and schools. Since registered aptitude rises and falls in directly relation to the standards or cut-off scores used to make a proficiency determination, it’s possible to influence the perception and interpretation of test results by raising or dropping both standards and passing scores. Additionally, when teachers are assessed based on
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