Evaluating the Applicability of a Norm-Referenced Test

Evaluating theApplicability of a Norm-Referenced Test

Evaluating the Applicability of Norm-Referenced Test

Anorm-referenced test refers to a kind of test, evaluation, orassessment that yields an estimated position of a tested individualposition in a predefined group, and on the characteristic beingmeasured. The paper focused on a virtual client, Emma Kinch, a78-year-old native of Barbados. One notable characteristic is thatshe has been blind since she developed cataracts. In recent times,she has been showing signs of irritability and deep sadness. She isalso withdrawn, experience difficulty with her memory, and appearsconfused when engaging in her daily chores. Again, Emma Kinch ischaracterized by aggressive outbursts. Because of hypothyroidismdiagnosis, the client exudes mood changes and mental confusion.

Before using a norm-referenced test, these characteristics areimportant because they open up the person`s life, conceal yetimportant information about her situation and how, once the tests aredone, will compare in the norm group (Slavin, 2012). For a78-year-old, it is difficult to ascertain particular characteristicsduring tests therefore, highlighting these characteristics, forexample, her difficulty with memory is important because it willguide the direction of tests, performance, and learning outcomes.

Carrying out particular psychological tests with a person notrepresented in a comparison (norm) group used to construct the testresult would impact on the outcome. One of the impacts is that itwill be difficult to measure the progress of the norm group as awhole since this individual will not fall within the wholecharacteristic group, but on his or her own (Slavin, 2012). Here, onewrong psychological test result would represent a small meaninglessimpact on the individual (Slavin, 2012). Secondly, the psychologicaltest would only be compared with a predetermined set standard for anacceptable result, which means the performance test for an individualremains irrelevant.


Slavin, R. E. (2012). Educational psychology: Theory and practice.Thousand Oaks, Calif: Sage Publications.