Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Norm-Referenced and Criterion- Referenced Test Scores Figure From F. L. Finch, Ed., Educational Performance Assessment. Copyright © Reproduced with permission of The Riverside Publishing Company, Chicago, IL.

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Terra Nova Individual Profile Form Figure Copyright © 1997 CTB/McGraw-Hill. All rights reserved.

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Terra Nova Objectives Performance Report Figure Copyright © 1997 CTB/McGraw-Hill. All rights reserved.

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Terra Nova Home Report Figure Copyright © 1997 CTB/McGraw-Hill. All rights reserved.

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Comparison of NRTs and CRTs Table Both require specification of the achievement domain to be measured. 2. Both require a relevant and representative sample of test items. 3. Both use the same types of test items. 4. Both use the same rules for item writing (except for item difficulty). 5. Both are judged by the same qualities of goodness (reliability and validity). 6. Both are useful in educational measurement. Common Characteristics of NRTs and CRTs Differences between NRTs and CRTs (but it is only a matter of emphasis) 1. NRT—Typically covers a large domain of learning tasks, with just a few items measuring each specific task. CRT—Typically focuses on a delimited domain of learning tasks, with a relatively large number of items measuring each specific task. 2. NRT—Emphasizes discrimination among individuals in terms of relative level of learning. CRT-Emphasizes description of what learning tasks individuals can and cannot perform. 3. NRT—Favors items of average difficulty and typically omits easy items. CRT—Matches item difficulty to learning tasks, without altering item difficulty or omitting easy items. 4. NRT—Used primarily (but not exclusively) for survey testing. CRT—Used primarily (but not exclusively) for mastery testing. 5. NRT—Interpretation requires a clearly defined group. CRT—Interpretation requires a clearly defined and delimited achievement domain. Reprinted with permission of Simon & Schuster, Inc. from the Macmillan College text Measurement and Evaluation in Teaching, 7th ed. by Norman E. Gronlund and Robert L. Linn. Copyright © 1995 by Macmillan College Publishing Company. 71

Elliott, Kratochwill, Littlefield Cook, and Travers, Educational Psychology: Effective Teaching, Effective Learning, Third Edition. Copyright © 2000 The McGraw-Hill Companies, Inc. All rights reserved. Example of Items and Rating Format on a Behavioral Rating Scale Table 12.6 Shows empathy for peers. Asks questions of you when unsure of what to do in schoolwork. This student very often shows empathy for classmates. Also, this student sometimes asks questions when unsure of schoolwork. This teacher thinks that showing empathy is important for success in his or her classroom and that asking questions is critical for success. NeverSometimes Very Often How Often?How Important? 0 1  0  2 0   Not Important Critical From Graham and Elliott, Social Studies Rating System. Copyright © 1990 American Guidance Service, Circle Pines, Minnesota. 72