Written by Jen March, Head of Portfolio and Product at Knovia Group
In the world of apprenticeships, the go-to method of assessment is criterion-referenced; a type of assessment that measures a learner’s performance against a predetermined set of criteria, i.e. the standard. While this approach offers valuable insights, it’s worth exploring the potential benefits of other assessment types, such as norm-referencing.
The Motivational Magic of Norm-Referenced Assessments
Norm-referenced assessments compare a learner’s performance to their peers. This competitive element can ignite a powerful motivational spark. Imagine the thrill of discovering you’re top of your class! It’s a feeling that can drive learners to work harder and strive for excellence.
Beyond competition, norm-referenced assessments can help learners set ambitious goals. If your peers are achieving a certain standard, why not aim higher? These goals provide a clear direction and purpose, keeping learners focused and committed.
The Highs and Lows of Norm-Referenced Assessments
In today’s digital age, social media platforms like LinkedIn and Facebook have become virtual stages for individuals to showcase their achievements. The desire to share successes and receive recognition has never been stronger. Whether it’s a new job, a completed project, or a personal milestone, many people feel compelled to share their accomplishments with their online networks.
While the competitive aspect of norm-referenced assessments can be motivating, it’s not without its drawbacks. For learners who consistently fall short of the norm, the experience can be disheartening. This can lead to discouragement and a decline in motivation.
With this in mind, it is clear that norm-referencing can be an incredibly motivating approach for high achievers, propelling them further and negating the risk of coasting or doing ‘just enough’. However, the impact on low achievers can be detrimental, causing them to lose motivation and damaging their self-perception. The challenge for us as educators is to consider how we can approach this holistically, using a combination of assessment types according to what will work best for the learner we see in front of us.
Personalisation shouldn’t stop at learning; it’s time to rethink how we assess.