A comparison of norm‐referenced and criterion‐referenced measurement with implications for communication instruction

Abstract

The renewed interest in the educational accountability issue has stimulated a re‐examination of measurement. Criterion‐referenced measurement (CRM) evaluates a student's progress relevant to a performance standard, rather than to the progress of his peers. Seemingly, CRM offers a viable approach to accountability for communication instruction. The current article (1) compares norm‐referenced and criterion‐referenced measurement; (2) suggests sortie implications that CRM holds for communication instruction; and (3) discusses salient problems involved in implementing CRM in communication instruction.