What type of tests are developed with the intention of evaluating whether students in a class have a working knowledge of a skill or data set?

Criterion-referenced tests are specifically designed to measure a student's performance against a predefined set of standards or criteria. These tests focus on whether each student has achieved specific learning objectives or mastered particular skills, rather than comparing students to one another. The primary goal is to assess an individual’s knowledge or skills in relation to clear learning outcomes.

In the context of evaluating students' understanding of a skill or data set, criterion-referenced tests provide a clear basis for determining if students meet the expected competencies. This is vital in educational settings, where the aim is often to ensure that all students have achieved the required level of understanding or ability before progressing. Such assessments can take various forms, including practical demonstrations, written tests, or performance tasks.

Other types of tests, while valuable in their own right, either measure student performance in relation to peers or have a broader application not solely tied to specific learning objectives. Formative assessments, for instance, are typically used to monitor student progress during the learning process rather than a definitive measure of skill mastery. Norm-referenced tests compare students against the performance of their peers, which does not align with the goal of assessing a working knowledge of specific skills or content. Standardized assessments, while they can include criterion-referenced components, often encompass