What is the defining characteristic of norm-referenced tests?

Norm-referenced tests are characterized by their primary focus on comparing an individual's performance to that of a larger group or cohort. This means that the results are interpreted in relation to a normative sample, which is typically representative of the population for which the test is intended. Such tests are designed to rank test-takers, enabling educators and researchers to see where an individual stands in relation to peers, rather than merely assessing mastery of specific content.

This comparison allows for a clearer understanding of a student's performance within a larger context, which is useful for identifying relative strengths and weaknesses among students. For instance, if a student scores in the 75th percentile on a norm-referenced test, it indicates better performance than 75% of students in the normative group, providing valuable insights into their academic abilities relative to their peers.

In contrast, other options would not capture the essence of norm-referenced tests. Measuring only what has been taught would be more reflective of criterion-referenced tests, which assess specific knowledge or skills. Focusing solely on individual performance neglects the comparative aspect, which is central to norm-referenced testing. Providing insights into future learning potential strays from the immediate comparative focus of norm-referenced assessments, as they are typically designed to evaluate current performance