Reference standard
In performance evaluation, the reference norm is the type of yardstick by which performance - especially in school - is assessed. A distinction is made between three types of reference norms, the social, the individual and the factual (criterion-oriented) reference norm.
Social reference norm
In the case of the social reference norm, performance is compared with other people on the basis of an average, whereby the principle of equal tasks applies. The teacher's explanation of the causes is the ability, talent and intelligence of the individual. The procedure is relatively easy to use and good for finding the best and weakest. However, the possibilities for comparison are limited, the individual learning growth is hidden and it is partly demotivating for poor students.
Individual reference standard
The individual reference norm is applied through an intra-individual longitudinal comparison of a student. Performance increases and decreases are the starting point for the assessment. The tasks are adjusted and the effort made is the teacher's sole explanation of the cause. Here you get detailed feedback on learning gains and fluctuations. The procedure is motivating for weak pupils, but hides lasting differences in performance and means more effort than the social reference norm.
Objective (criterion-oriented) reference standard
The objective reference standard aims at the acquisition of a certain level of knowledge or ability. It is easy to use with existing competence standards. The elaboration of competence standards is very time-consuming. The procedure is insensitive to learning progress.
Influence of the reference norm on motivation
As has been shown in several studies (cf. Krug & Lecybyl, Krug & Kuhlmann), the implementation of individual reference normalization is particularly suitable for generating increased interest on the part of the students. In the studies listed above, the group of low-performing students in particular benefited from the changed teaching method. This was also the case to a much lesser extent in the group of high-performing students. In the middle performance level, however, no notable changes in school performance were found.
Suggestions for a concrete implementation of individual reference standards in the classroom
The principle of demanding, but neither over- nor under-demanding, applies to tasks in oral lessons. If successful, the question can be expanded or differentiated to increase the difficulty. If this is unsuccessful, the question should be reformulated or the student should be supported by additional aids. In attributing the cause, the student's confidence in their own ability is increased. Success is attributed to one's own ability, effort and interest. Failure is due to insufficient commitment, whereby the basic ability is not in doubt.
Praise and criticism are given as performance feedback according to individual standards. Improvements in performance and efforts are praised. There is no strong or exaggerated criticism of failure. Expressions of expectations go back to the principle of effort leads to increased performance. If it is successful, there will be positive feedback, with reference to other areas to improve performance. If the student fails, it is suggested that they trust their own abilities.
Reference standard orientation
Reference norm orientation is understood to mean the dispositional (German: assessment-related) preference for a certain reference norm. However, only mixed forms usually occur. For example, the social norm is used for grading class work and the individual norm is used for the comment below.
It has been shown that the use of certain reference norms is often associated with specific attitudes and behaviors of the respective teachers. Teachers with a social reference norm orientation tend to view factors that are constant over time (e.g. ability, talent) as the primary cause of school performance. In contrast, teachers with an individual reference norm orientation more often consider time-variable factors (interest, motivation, effort, lesson structure) as the main cause of good or bad student performance.
literature
- Rheinberg, F. (2001). Reference norms and school performance assessment. In: FE Weinert (Ed.): Performance measurements in schools . Weinheim: Beltz.
- Rheinberg, F. (2004). Motivation (4th edition). Stuttgart: Kohlhammer.
- Rheinberg, F. & Krug, S. (2005). Promotion of motivation in everyday school life. Göttingen: Hogrefe.
Web links
- Rheinberg's small assessment task
- Pass / fail compared to the traditional, multi-level grading system