Comparative Study of Norm Based Assessment and Benchmark Based Assessment in Arabic Learning Evaluation

Abstract

Assessment in Arabic language learning plays a crucial role in measuring students' learning achievement objectively and fairly. This article comparatively examines two main approaches to learning evaluation, namely Norm-Based Assessment (PAN) and Benchmark-Based Assessment (PB). PAN assesses student achievement based on comparison with the group, while PAP measures achievement based on predetermined standards. This research uses a qualitative approach with a library research method, comparative analysis of the characteristics, advantages and limitations of each approach, as well as its impact on the fairness and accuracy of assessment results. Data were obtained through a literature study that included scientific journals, textbooks, and evaluation policy documents. The results show that PAN tends to be competitive and relative, while PAP emphasizes individual achievement in line with learning objectives. The implications of these findings emphasize the importance of choosing an evaluation model that is appropriate to the context and objectives of Arabic language learning to ensure fairness of assessment and improve the quality of education.