Norm-referenced assessment is designed to compare an individual's performance to a predetermined standard, typically established through the performance of a large sample of individuals.

Norm-referenced assessment is characterized by its focus on comparing an individual's performance to a predetermined standard, rather than on providing feedback or measuring progress over time.

Standardized testing is the most common type of norm-referenced assessment. Standardized tests are administered under uniform conditions to large groups of individuals, and the results are compared to a predetermined standard.

Norm-referenced assessment offers several advantages, including the ability to compare individuals, its objectivity and reliability, and its usefulness in identifying students with learning disabilities.

Norm-referenced assessment has several disadvantages, including the potential for bias, the encouragement of teaching to the test, and the lack of feedback to students on their strengths and weaknesses.

Norm-referenced assessment can be used to identify students with learning disabilities by comparing their performance to a predetermined standard, identifying students who score below a certain cutoff point, and identifying students who have a significant discrepancy between their academic achievement and their cognitive ability.

Norm-referenced assessment and criterion-referenced assessment differ in terms of their purpose, the basis for comparison, and the type of information they provide.

The SAT, ACT, and GRE are all examples of norm-referenced assessments, as they compare an individual's performance to a predetermined standard established through the performance of a large sample of individuals.

All of the provided options are examples of criterion-referenced assessments, as they compare an individual's performance to a specific set of criteria, such as the ability to solve specific math problems, understand specific scientific concepts, or read and comprehend specific texts.

Norm-referenced assessment faces several challenges, including the potential for bias, the encouragement of teaching to the test, and the lack of feedback to students on their strengths and weaknesses.

Norm-referenced assessment can be used to improve instruction by identifying students who are struggling and need additional support, providing teachers with information about the strengths and weaknesses of their students, and helping teachers to identify areas where they need to improve their instruction.

Norm-referenced assessment raises several ethical concerns, including the potential for bias against certain groups of students, the use of norm-referenced assessment to make high-stakes decisions about students, and the lack of transparency in the development and administration of norm-referenced assessments.

Current trends in norm-referenced assessment include the development of computer-adaptive tests, the use of online assessment platforms, and the increasing use of norm-referenced assessment for high-stakes decisions.

Future directions for norm-referenced assessment include the development of more personalized and adaptive assessments, the use of artificial intelligence to improve the accuracy and fairness of norm-referenced assessments, and the increasing use of norm-referenced assessment for formative purposes.

Educators can find resources to learn more about norm-referenced assessment from the National Center for Education Statistics (NCES), the Educational Testing Service (ETS), and the American Educational Research Association (AERA).