Test Based on Score Interpretation   There are two kinds of tests based on score interpretation. They are norm-referenced test and criterion-referenced test. 1. Norm-Referenced Test Norm-referenced tests are designed to highlight achievement differences between and among students to produce a dependable rank order of students across a continuum of achievement from high achievers to low achievers (Stiggins, 1994). School systems might want to classify students in this way so that they can be properly placed in remedial or gifted programs. The content of norm-referenced tests is selected according to how well it ranks students from high achievers to low. In other words, the content selected in norm-referenced tests is chosen by how well it descriminates among students.

2.    Criterion-Referenced Test Criterion-referenced tests determine what test takers can do and what they know, not how they compare to others (Anastasi, 1988). Criterion-referenced tests report how well students are doing relative to a pre-determined performance level on a specified set of educational goals or outcomes included in the school, district, or state curriculum. Educators may choose to use a criterian-referenced test when they wish to see how well students have learned the knowledge and skills which they are expected to have mastered. This information may be used as one piece of information to determine how well the student is learning the desired curriculum and how well the school is teaching that curriculum.

Teaching and learning Pedagogy is the art and science of teaching. It typically refers to the instructional strategies used in teaching and learning. Effective teachers use an array of instructional strategies because there is no single, universal approach that suits all situations. Different strategies used in different combinations with different groupings of students will improve learning outcomes. Some strategies are better suited to teaching certain skills and fields of knowledge than others. Additionally, some strategies are better suited to certain student backgrounds, learning styles and abilities. The key to effective teaching and learning is the teacher's ability to select and weave these strategies to meet the specific learning needs of each student.

Critical features of literacy teaching and learning Despite years of debate about the teaching of literacy, the recent national and international research presents a remarkably consistent view as to what constitutes effective literacy teaching. No one method or strategy alone will suffice in meeting the literacy learning needs of the diversity of students in Australian/Northern Territory classrooms. Rather, teachers need an array of practices and the ability to select from this repertoire of practices, according to the learning purpose and the learning needs of individual and/or groups of students.

Effective literacy programs: provide learning experiences (lesson plans and teaching and learning sequences) with coordinated sequences and routines present clear, specific goals for learning with performance criteria link to and build on existing knowledge, skills and understandings use unstructured and structured oral work as a key medium for learning include strategies to make explicit the assumptions that are implicit in English language for multilingual students model and encourage the use of appropriate metalanguage entail explicit or direct instruction include strategies for the scaffolding of new learning for students include modelling of new learning accompanied by detailed explanations provide opportunities to practise skills to achieve automaticity and to increase accuracy and fluency provide opportunities to apply knowledge, skills and understandings in a range of authentic contexts

include effective questioning techniques include strategies for developing high order comprehension skills provide an embedded but systematic approach to teaching technical processes include strategies for providing timely and appropriate feedback allow for cooperative learning according to the nature of the task and the learning needs of individual students offer differentiated levels of teaching, tasks and materials according to the learning purpose and the students' needs include strategies for intensive instruction for students with particular learning needs including English language instruction for multilingual students embed the use of digital technologies in learning operate in a socially supportive and productive classroom environment.