Assessments that evaluate students in relation to a reference group are known as what type of instruments?

In the context of assessments evaluating students in relation to a reference group, the correct type of instrument is normative-developmental assessments. These assessments allow educators and psychologists to compare an individual student's performance to a representative sample of peers, known as the normative group. This comparison helps identify how a student is performing relative to others of the same age or grade level, making it possible to determine areas of strength and areas that may require additional support.

Normative-developmental assessments are essential for understanding where a student stands in regard to typical developmental milestones and academic progress as observed in a specific population. This data is crucial for making decisions regarding interventions, instructional strategies, and support services tailored to help the student succeed.

In contrast, criterion-referenced assessments focus on whether students meet predetermined learning criteria, formative assessments are ongoing evaluations designed to monitor student learning and provide feedback, and summative assessments evaluate student learning at the conclusion of an instructional unit by comparing it against uniform standards. Each of these types serves different purposes and uses different reference points, making normative-developmental assessments uniquely valuable for comparing individual performance to that of a broader group.