Norm Referenced and Criterion Based Measures with Preschoolers

Abstract

It is becoming increasingly imperative to document child progress within federally funded experimental early education projects. Two major forms of assessment are available: (a) standardized or norm referenced tests, and (b) criterion based measures. Arguments abound concerning the relative advantages and imposed requirements for their use. This study employed both types of measures within a developmentally integrated preschool. Handicapped and nonhandicapped children were given both the norm referenced Gesell Developmental Schedules and the criterion based HICOMP progress measure on a quarterly (10 week) basis. Various scoring methods were employed for both types of tests. Intercorrelations among scoring methods within and between both child groups were computed. Results showed high correlations between norm based and criterion based measures within the handicapped group but not within the nonhandicapped group. The findings suggest that much of the controversy may be avoided if norm based and criterion based measures are appropriately matched and employed in closely monitored child programs.