Criterionreferenced

Criterionreferenced, also written criterion-referenced, is a framework in educational assessment in which performance is judged against a predefined set of criteria or learning objectives rather than against the performance of other examinees. A criterion-referenced interpretation determines whether a student has demonstrated mastery of specific skills or knowledge, often using rubrics, checklists, or cut scores.

Key features include explicit performance standards, fixed reference points, and decision rules for mastery. Scores are reported as evidence of what has been learned, not how the learner compares with peers. This contrasts with norm-referenced assessment, where results are relative to a distribution of scores. Common examples are driving tests, professional licensure examinations, course exit exams, and state or national standards-aligned assessments that report mastery levels or cut scores.

Standard setting establishes the mastery threshold, using methods such as Angoff, Ebel, or bookmark procedures. Outcomes are often reported as pass/fail, level-based descriptors, or scores anchored to stated objectives.

Applications include formative feedback, summative judgments of mastery, curricular alignment, and accountability measures. Advantages include clarity of expectations, actionable feedback, and portability across contexts when criteria are stable. Limitations involve the need for well-defined criteria, potential neglect of broader problem-solving or creativity, and challenges in ensuring consistent application across raters or settings. Criteria must be periodically reviewed to stay aligned with current standards.

Criterionreferenced emphasizes mastery of defined objectives rather than relative standing, supporting targeted instructional improvement and credentialing decisions.