In comparison to a predetermined standard, which assessment measures student knowledge or skills?

The correct choice is criterion-referenced assessment, which measures student knowledge or skills against a predetermined standard or set criteria. This type of assessment is designed to evaluate whether a student has learned specific information or can perform certain tasks based on defined expectations, rather than comparing their performance to that of other students.

For example, a criterion-referenced test might assess a student’s ability to solve algebra problems according to a specific set of learning objectives. The focus is on whether the student meets the established benchmarks or standards rather than how they rank relative to their peers. This kind of assessment is essential in determining whether students have mastered the necessary content and skills needed for their academic progression.

In contrast, the other types of assessments have different focuses. Norm-referenced assessments compare a student’s performance to that of other students, typically within the same age or grade group, to understand relative performance. Summative assessments evaluate student learning at the end of an instructional unit by measuring knowledge against the desired outcomes but do not necessarily align with a specific standard. Formative assessments are ongoing assessments used to monitor student learning and provide feedback during the instructional process. While these assessments are important for guiding teaching and learning, they do not focus on measuring performance against a predetermined standard in the way that criterion-re