Criterion-referenced tests are designed to measure what aspect of knowledge?

Criterion-referenced tests are specifically designed to assess a student's knowledge and skills against a defined set of criteria or standards. This means that they measure what a student has learned up to that point (knowledge attained) and what they still need to learn (knowledge yet to be acquired). The primary focus of these tests is not comparative but rather absolute; they evaluate how well a student has mastered specific content or skills.

This approach allows educators to understand the extent of a student’s knowledge regarding predetermined learning objectives. Rather than comparing the student’s performance to that of their peers, which is characteristic of norm-referenced tests, criterion-referenced assessments provide insights into individual proficiency in specific areas. Thus, the emphasis on both the knowledge already acquired and what is yet to be learned captures the essence of educational progress.

Compared to the other options, which either focus solely on aspects that do not align with the fundamental purpose of criterion-referenced testing or imply a comparative aspect (like general peer performance or test-taking skills), the selected answer accurately reflects the comprehensive nature of these assessments.