What question must instructors ask to determine whether a test should be criterion- or norm-referenced?

The correct choice focuses on the purpose of the test in relation to student readiness and placement within an instructional framework. When considering whether a test should be criterion-referenced or norm-referenced, it’s essential to identify its primary objective. A criterion-referenced test assesses students against specific standards or criteria, often to determine if they are ready for a particular level of instruction. This type of test is used to inform decisions about educational interventions and ensure that learners have mastered necessary competencies before progressing.

On the other hand, norm-referenced tests compare a student's performance to a peer group, helping to identify how a student stands relative to their classmates. Hence, understanding if the test's aim is about readiness for instruction or placement helps clarify whether it needs to measure absolute performance (criterion-referenced) or relative performance (norm-referenced).

The other options do provide important information about testing but do not directly address the fundamental decision-making criterion essential for distinguishing the type of test required for instructional purposes. Options related to state standards, group assessments, or summative evaluations may influence test design or purpose but do not specifically target the crucial decision point between criterion and norm-referencing.