Which of the following is a characteristic of criterion-referenced assessments?

Criterion-referenced assessments are designed to evaluate student performance based on specific learning objectives that are aligned with predetermined standards. This approach emphasizes what a student knows and can do in relation to defined criteria, rather than comparing a student's performance to that of peers.

By providing clarity on the expected outcomes, criterion-referenced assessments help educators measure whether each individual has achieved the necessary skills or knowledge set forth in the learning objectives. This type of assessment is beneficial in identifying areas where students may need additional support or instruction, thereby facilitating targeted learning interventions.

The other options describe characteristics associated with different assessment types. For instance, ranking students against a normative group pertains to norm-referenced assessments, while producing a single overall score is more relevant to holistic or summative assessments that often do not provide the granularity that criterion-referenced assessments offer. Focusing exclusively on knowledge retention is also too narrow, as criterion-referenced assessments can measure various aspects of learning, including skills and application of knowledge.