When using criterion-referenced assessments, test scores translate to:

Criterion-referenced assessments are designed to measure student performance against a specific set of criteria or learning standards, rather than comparing students to one another. When test scores translate to pass/fail grades, it indicates that learners have either met or not met the predetermined standards necessary for a particular skill or knowledge area. This format can simplify the evaluation process, allowing instructors to provide clear guidance on whether an individual has achieved the desired level of competency.

In contrast, scales, percentiles, and normal curve equivalents focus more on comparing an individual's performance relative to the performances of other test-takers. Scales provide a range of scores without necessarily indicating mastery of the content, while percentiles rank students based on their relative performance. Normal curve equivalents also provide a method of ranking that is based on the normal distribution of scores across a population. These approaches do not clearly delineate between meeting or not meeting specific learning objectives like pass/fail grading does. Thus, the use of pass/fail grades in criterion-referenced assessments aligns more directly with the purpose of defining whether a specific criterion or standard has been met.