The type of reading assessment that compares students' performance to that of a national sample group is best categorized as?

The correct categorization of a reading assessment that compares students' performance to that of a national sample group is norm-referenced. This type of assessment measures a student's performance against the performance of a larger group, often representing a national sample. The primary purpose of norm-referenced assessments is to determine how an individual student’s score ranks in relation to that of other students, allowing educators to understand where a student stands compared to their peers.

Norm-referenced assessments typically yield results that indicate whether a student is performing above, below, or at the average level when compared to the national benchmarks. This can be particularly useful in identifying students who may need additional support or enrichment opportunities, as well as for informing instructional practices within the classroom.

In contrast, summative assessments focus on evaluating student learning at the end of an instructional unit by measuring what students have learned. Curriculum-based assessments are designed to evaluate student performance in relation to the specific curriculum they are being taught, and benchmark assessments are typically used to establish standards or goals for student achievement, often at specific points in time throughout the school year. Norm-referenced assessments stand out because they focus on comparison with a broader group as a means to assess individual performance.