Which type of test is NOT commonly associated with teacher-made assessments?

The reasoning for choosing norm-referenced tests as the correct answer centers around the fundamental nature of teacher-made assessments. Teacher-made assessments typically focus on specific instructional goals and the mastery of content taught in the classroom. These assessments are primarily criterion-referenced or formative, designed to measure individual student understanding against a set standard or specific learning objectives.

Norm-referenced tests, on the other hand, are created to compare a student’s performance against a larger group. They provide a way to rank students and indicate how an individual's performance stands in comparison to others, which is generally not the goal of assessments made by teachers at the classroom level. Teachers often use the feedback from their assessments to guide instruction and support individual student growth, which aligns with formative and criterion-referenced assessments rather than norm-referenced ones.

The other types of assessments mentioned, such as formative and summative assessments, are indeed commonly associated with teacher-made evaluations. Formative assessments are ongoing and help inform teaching while summative assessments evaluate student learning at the end of an instructional period, both of which are integral to a teacher’s assessment repertoire.