Criterion-Referenced and Norm-Referenced Assessment: An Analysis of Score Processing Techniques in Islamic Religious Education
DOI:
https://doi.org/10.65310/fcbqwt88Keywords:
Criterion-Referenced Assessment, Competency-Based Assessment, Islamic Religious Education, Norm-Referenced Assessment, Score-Processing Techniques.Abstract
This study examines the conceptual foundations of Criterion-Referenced Assessment (CRA) and Norm-Referenced Assessment (NRA), with particular emphasis on their score-processing techniques and pedagogical relevance in Islamic Religious Education (IRE). A qualitative, non-empirical approach employing library research was adopted by systematically reviewing scholarly books, peer-reviewed journal articles, and relevant educational policy documents. The collected literature was analyzed through qualitative content analysis and comparative conceptual analysis to identify the characteristics, differences, pedagogical functions, and implications of both assessment approaches. The findings reveal that CRA evaluates students' achievement against predetermined competency standards, enabling objective interpretation of learning outcomes and supporting mastery learning through competency-based assessment. In contrast, NRA interprets achievement relative to group performance, making it more appropriate for ranking, classification, and selection purposes than for measuring competency attainment. The analysis further demonstrates that CRA is more compatible with the objectives of Islamic Religious Education because it facilitates comprehensive assessment across cognitive, affective, and psychomotor domains while supporting individualized feedback and competency development. Although NRA remains useful in specific educational contexts, its role in routine classroom assessment is complementary rather than primary. The study contributes to contemporary pedagogy by proposing an integrated conceptual perspective linking assessment paradigms, score-processing techniques, and competency-based evaluation in Islamic Religious Education.
Downloads
References
Azijah, I. N., Nurkholifah, N. I., Rahma, S. N., Putri, M. M., & Udin, T. (2026). Analisis Butir Soal dan Ketuntasan Belajar Ditinjau dari Penilaian Acuan Norma dan Penilaian Acuan Patokan. AL IBTIDA': Jurnal Program Studi Pendidikan Guru Madrasah Ibtidaiyah, 14(1), 1-10. https://ejournal.kopertais4.or.id/mataraman/index.php/alibtida/article/view/6496
Brumley, B., Brumley, L., & Morrison, D. (2026). Learning About the Past to Leave it Behind: Eugenics & Norm-Referenced Educational & Psychological Testing. Critical Questions in Education: 17, (40).https://www.researchgate.net/publication/400299722_Learning_About_the_Past_to_Leave_it_Behind_Eugenics_Norm-Referenced_Educational_Psychological_Testing
Burr, S. A., Zahra, D., & Robinson, I. M. (2026). The Difficulty with Setting a Standard Based on Difficulty: The Role of Validity in Determining Assessment Standards. Education Sciences, 16(3), 1–11. https://doi.org/10.3390/educsci16030488
Darmawan, H. (2024). The Comparative Analysis Of Learning Outcomes Using Norm-Referenced Test And Criterion-Referenced Test In Islamic Education. Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam, 14(2), 115–126. https://doi.org/10.36668/jal.v8i1.105.3
Gaertner, M.N. (2022). Norm-Referenced Assessment. Routledge. https://doi.org/10.4324/9781138609877-REE13-1
Geiser, S. (2022). Eligibility for Admission to the University of California After the SAT/ACT: Toward a Redefinition of Eligibility. UC Berkeley Center for Studies in Higher Education: Research and Occational Papers Series, 2(3), 1–13. https://escholarship.org/uc/item/87p9j2qf
Hadi, M. A. B., Saputra, P., Imamah, A., & Maisarah, I. (2024). The implementation of criterion referenced test approach in analysis of student learning outcomes at Madrasah Ibtidaiyah. Al-Lahjah: Jurnal Pendidikan, Bahasa Arab, dan Kajian Linguistik Arab, 7(2), 773-783. https://ejournal.unwaha.ac.id/index.php/lahjah/article/view/4665/2287
Irmayanti, A. P., Remiswal, & Khadijah. (2024). Exploring the Practice of Norm-Referenced and Criterion- Referenced Assessment in Islamic Education. At-Ta’lim: Media Informasi Pendidikan Islam, 23(1), 90–104. http://dx.doi.org/10.29300/attalim.v23i1.4327
Kiswanto, D., Arista, D., Fitrah, I. J., Annisa, M. N., & Qomari, N. (2024). Implementasi Penilaian Acuan Norma (PAN) dan Penilaian Acuan Patokan (PAP) dalam Pengolahan Hasil Belajar Siswa. Risâlah Jurnal Pendidikan dan Studi Islam, 10(3), 1207-1219. https://doi.org/10.31943/jurnal_risalah.v10i3.1088
Littman, R., Hochman, S., & Kalanthroff, E. (2024). Reliable affordances: A generative modeling approach for test-retest reliability of the affordances task. Behavior Research Methods, 56(3), 1984-1993. https://link.springer.com/article/10.3758/s13428-023-02131-3
Liu, J., Wong, M., & Hard, B. (2024). The Impact of Norm- and Criterion-Referenced Grading Systems on Students’ Course-Related Expectations. Journal of the Scholarship of Teaching and Learning, 24(4), 43–60. https://doi.org/10.14434/josotl.v24i4.35434
Nurhayani, N., Zulhimmah, Z., Efendi, M. E., & Harahap, H. A. (2024). Penerapan Penilaian Beracuan Patokan Dan Norma Pada Pelajaran Sejarah Kebudayaan Islam Di Madrasah Aliyah Swasta Darul Hadits Huta Baringin. Cognoscere: Jurnal Komunikasi dan Media Pendidikan, 2(2), 55-63. https://doi.org/10.61292/cognoscere.168
Nurhijatina, H., Larasati, N. J., & Bella, S. (2023). Analisis Classrooms Assessment: Remedial, Pengayaan, Pendekatan Acuan Patokan (PAP) Dan Pendekatan Acuan Normatif (PAN). Didaktik: Jurnal Ilmiah PGSD STKIP Subang, 9(5), 3216-3230. https://doi.org/10.36989/didaktik.v9i5.2276
Nurmanto, Y., & Ashari, M. Y. (2023). Penilaian Acuan Patokan Dalam Evaluasi Pendidikan Islam. Ats-Tsaqofi: Jurnal Pendidikan dan Manajemen Islam, 5(1), 39-51. https://doi.org/10.61181/ats-tsaqofi.v5i1.362
Pranajaya, S. A., Idris, J., & Abidin, Z. (2023). Integration of Cognitive, Affective, and Psychomotor Domain Scoring in Islamic Religious Education. Sinergi International Journal of Education, 1(2), 90-102. https://doi.org/10.61194/education.v1i2.106
Rohmah, F. L. (2024). Pengolahan Hasil Belajar Peserta Didik. Grata: Jurnal Inovasi Pendidikan, 1(1), 37-43. https://ejournal.mejailmiah.com/index.php/grata/article/view/30
Sternberg, R. J., Chowkase, A., Parra-Martinez, F. A., & Landy, J. (2022). Criterion-Referenced Assessment of Intelligence as Adaptation to the Environment: Is It Possible, Plausible, or Practical? Journal of Intelligence, 10(3), 2–18. https://doi.org/10.3390/jintelligence10030057
Susilowati, E., Shaleh, S., & Zulfatulkhoiriyah, Z. (2024). Analisis Analisis Langkah-Langkah Pendekatan Acuan Patokan (PAP) Asesmen dalam Pendidikan Islam. Moderasi : Journal of Islamic Studies, 4(2), 194–206. https://doi.org/10.54471/moderasi.v4i2.74
Syafruddin, L., & Herdah, H. (2025). Interpretasi Hasil Tes Penilaian Acuan Norma (PAN) dan Penilaian Acuan Kriteria (PAK) dalam Evaluasi Pembelajaran Bahasa Arab. Ta'limi Journal of Arabic Education and Arabic Studies, 4(2), 245-266. https://doi.org/10.53038/tlmi.v4i2.281
Zubaidi, Z. (2022). Analisis Kebijakan Standar Penilaian Pendidikan Di Indonesia Pada Mata Pelajaran PAI. Journal of Industrial Engineering & Management Research, 3(1), 256-267. https://doi.org/10.7777/jiemar.v3i1.418
