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During the past several years measurement and instructional specialists have distinguished between norm‐referenced and criterion‐referenced approaches to measurement. More traditional, a norm‐referenced measure is used to identify an individual's performance in relation to the performance of others on the same measure. A criterion‐referenced test is used to identify an individual's status with respect to an established standard of performance. This discussion examines the implications of these two approaches to measurement, particularly criterion‐referenced measurement, with respect to variability, item construction, reliability, validity, item analysis, reporting, and interpretation.
Popham et al. (Sat,) studied this question.