What is typically true about the frequency of norm referenced assessments?

Norm-referenced assessments are typically designed to compare a student's performance against a norm or average established by a larger population, often representing a standard for a specific grade or age group. The nature of norm-referenced assessments usually involves a single administration to gather data that reflects a student's standing relative to peers at a particular point in time.

Administering these assessments once a year provides educators with a snapshot of student achievement, allowing for comparisons with national or state norms. This timing aligns with the purpose of the assessments, which is to establish baselines or track progress over longer periods rather than monitor short-term fluctuations.

Frequent administration, as seen in other types of assessments like formative or interim assessments, is not characteristic of norm-referenced tests, which do not focus on ongoing progress throughout the school year. This structure allows for a comprehensive assessment of educational attainment and helps inform instructional decisions based on how students stack up against their peers.