Running Head: ASSESSMENT MODELS 1
Assessment Models
Name
Institution
Course
Tutor
Date
Introduction
Several assessment models have been designed to assess learners’ performance. They
include the normative, criterion-referenced, and curriculum-referenced models. These models
are used from time to time, depending on the circumstances and needs and can be used singly
and in combination. This aims to discuss the three models, paying attention to their
similarities and differences. The paper shall also explain how the learners’ performance on
various items can be assessed within the three assessment models. Furthermore, it shall
discuss how assessment can shape interventions and instructions in inclusive pre-school
education. Lastly, the paper shall discuss the models’ relative values for young children with
mild disabilities compared to young children with severe developmental disabilities.
Normative assessment model
The normative assessment model refers to the assessment model that compares a
person’s performance with the rest in a given group. This model aims to establish if one
achieved a level above, below, or equal to the average performance (study.com, 2021). As a
result, the model uses a percentile to rank individuals against one another, along with a pre-
set standard score. However, more emphasis is on what position one takes relative to the rest.
, ASSESSMENT MODELS 2
In education, this model is used to assess learners’ IQ, screen their cognitive development,
and evaluate their academic performance close to them. An excellent example of this model
is in games and sports where one is ranked as having performed better than the other
individual if they score more goals or outrun everyone in a race. In academics, the normative
assessment model ranks individuals based on who scores more marks than the rest.
Criterion-referenced Assessment Model (CRA)
CRA refers to evaluating and grading learners based on a set of pre-specified qualities
and criteria ( University of Tasmania, 2018). Unlike the normative assessment model, the
focus is on scoring against pre-set criteria and not in comparison with other learners. And so
to assess the learners, the teacher or examiner subjects the learners to some activities and
gauge how well they perform them to access the extent to which they achieve the expected
outcomes. A rubric is one of the tools usually used to estimate the learners’ capabilities. An
example where this model is used is in the educational assessment where learners are
assessed on how well they have grasped concepts by answering a set of questions. For
example, governments have standard exams for all learners at a certain level where the focus
is on how well they respond to the set questions. In the United States, the Stanford-Binet
Intelligence Scale, serves to test how well learners react to the aptitude capabilities (Peterson,
2020). The test pays more attention to individual performance while it does not concern itself
with interpersonal competitions.
Curriculum-referenced Assessment (CBA) Model
CBA refers to the evaluation process whereby the learners are assessed using
academic content selected from the material taught. CBA is a form of CRA that connects the
assessment with the teaching programs. It helps the teachers or instructors establish both the
progress and learning challenges of the learners (University Pittsburg School of Education,
Assessment Models
Name
Institution
Course
Tutor
Date
Introduction
Several assessment models have been designed to assess learners’ performance. They
include the normative, criterion-referenced, and curriculum-referenced models. These models
are used from time to time, depending on the circumstances and needs and can be used singly
and in combination. This aims to discuss the three models, paying attention to their
similarities and differences. The paper shall also explain how the learners’ performance on
various items can be assessed within the three assessment models. Furthermore, it shall
discuss how assessment can shape interventions and instructions in inclusive pre-school
education. Lastly, the paper shall discuss the models’ relative values for young children with
mild disabilities compared to young children with severe developmental disabilities.
Normative assessment model
The normative assessment model refers to the assessment model that compares a
person’s performance with the rest in a given group. This model aims to establish if one
achieved a level above, below, or equal to the average performance (study.com, 2021). As a
result, the model uses a percentile to rank individuals against one another, along with a pre-
set standard score. However, more emphasis is on what position one takes relative to the rest.
, ASSESSMENT MODELS 2
In education, this model is used to assess learners’ IQ, screen their cognitive development,
and evaluate their academic performance close to them. An excellent example of this model
is in games and sports where one is ranked as having performed better than the other
individual if they score more goals or outrun everyone in a race. In academics, the normative
assessment model ranks individuals based on who scores more marks than the rest.
Criterion-referenced Assessment Model (CRA)
CRA refers to evaluating and grading learners based on a set of pre-specified qualities
and criteria ( University of Tasmania, 2018). Unlike the normative assessment model, the
focus is on scoring against pre-set criteria and not in comparison with other learners. And so
to assess the learners, the teacher or examiner subjects the learners to some activities and
gauge how well they perform them to access the extent to which they achieve the expected
outcomes. A rubric is one of the tools usually used to estimate the learners’ capabilities. An
example where this model is used is in the educational assessment where learners are
assessed on how well they have grasped concepts by answering a set of questions. For
example, governments have standard exams for all learners at a certain level where the focus
is on how well they respond to the set questions. In the United States, the Stanford-Binet
Intelligence Scale, serves to test how well learners react to the aptitude capabilities (Peterson,
2020). The test pays more attention to individual performance while it does not concern itself
with interpersonal competitions.
Curriculum-referenced Assessment (CBA) Model
CBA refers to the evaluation process whereby the learners are assessed using
academic content selected from the material taught. CBA is a form of CRA that connects the
assessment with the teaching programs. It helps the teachers or instructors establish both the
progress and learning challenges of the learners (University Pittsburg School of Education,
