Criterion-referenced tests and norm-referenced tests are two different types of assessments used in education and psychology to evaluate students' performance and compare it to a predetermined standard or to the performance of a norm group. Here is a breakdown of the differences between the two:

1. Criterion-referenced test:
A criterion-referenced test is designed to measure a student's level of mastery of specific skills or knowledge. It is focused on evaluating individual performance based on a set of predetermined criteria or standards, without comparing it to other students. The goal is to determine whether a student has achieved a certain level of proficiency or met specific objectives. The interpretation of the results is based on the extent to which the student meets the set standards.

Example: The driving test for a driver's license is a criterion-referenced test. The evaluation is based on specific objectives such as demonstrating the ability to park correctly, obey traffic signs, and follow other rules of the road. The pass/fail decision is determined by the extent to which the driver meets these predetermined criteria.

2. Norm-referenced test:
A norm-referenced test is designed to compare a student's performance to the performance of a representative or "norm" group. The purpose is to rank or classify students according to their relative standing within the norm group. These tests typically yield scores that are reported as percentiles or stanines. The interpretation of the results focuses on how the student's performance compares to the performance of others in the norm group.

Example: The SAT (Scholastic Aptitude Test) is a norm-referenced test commonly used for college admissions in the United States. The test produces scores that are reported as percentiles, indicating how a student's performance ranks compared to other students who have taken the test. These percentiles are used to assess a student's competitiveness in college admissions.

References:
- Gronlund, N. E., & Linn, R. L. (1990). Measurement and evaluation in teaching (5th Ed.). Macmillan.
- Stiggins, R. J. (1987). The nature and characteristics of criterion-referenced measures of achievement. Journal of Education, 169(4), 3-21.
- Nitko, A. J. (2001). Educational assessment of students (3rd Ed.). Prentice Hall.

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