What type of test should be administered to identify learner mastery at a predesignated level?

The correct choice, criterion-referenced tests, are specifically designed to measure learner performance against a set standard or predetermined level of mastery. This type of assessment evaluates whether learners have achieved specific knowledge or skills outlined in a curriculum or learning objectives. Criterion-referenced tests provide a clear benchmark that allows instructors to determine if each student meets the criteria necessary to demonstrate mastery of the subject matter.

In contrast, norm-referenced tests compare a learner's performance to that of a larger group, often providing a percentile rank but not specifying mastery of defined outcomes. This means that while a student may perform well compared to their peers, they may not necessarily have achieved the specific skills or knowledge expected at the designated level.

Diagnostic tests are primarily used to identify a learner’s strengths and weaknesses prior to instruction, helping to tailor the instructional approach, but they do not measure mastery at a specific level.

Summative tests evaluate learner performance after instruction has taken place, intended to assess overall achievement of the learning objectives rather than specify mastery at a predesignated level. While useful for understanding the effectiveness of the instruction and determining grades, they are not as precise in identifying the mastery of individual skills or knowledge.

Thus, for the purpose of identifying learner mastery at a predefined standard, criterion-re