THE CLASSROOM SITUATION: MEASURING AND EVALUATING THE TEACHING AND LEARNING PROCESS THROUGH STANDARD

In June 2014, one of the authors had an informal conversation with pre-service student teachers who were performing their teaching practicum at Christian College High School. The majority of these student instructors couldn't tell the difference between norm-referenced and criterion-referenced assessment examinations. In teaching and learning, the study tried to distinguish between norm-referenced and criterion-referenced measuring. The article is founded on the idea that the goal of education is to get students to learn new things that will help them better comprehend their surroundings. However, the main problem has been ensuring that the individual is motivated to learn and that learning truly takes place. Assessment tools, particularly standardised examinations, have been used in the past. Standardised tests are made up of testing tools that are administered and assessed according to a set of rules. Norm-referenced measurement tests and criterion-referenced measurement tests are the two forms of classic standardised tests. The intended aims, material selection, and scoring method that dictates how the test results must be understood are all different between the two exams. Norm-referenced tests compare a student's results to those of a representative sample of children of the same age or grade (referred to as the normative group). Students' results are compared to specified criteria in criterion-referenced assessments (for example school curricula). The contrasts between these two methods of student performance evaluation are examined in this research, as well as the most suitable usage of each in teaching and learning.

Please see the link :- https://www.ikprress.org/index.php/JOGRESS/article/view/1580