Attempts to select empirically the optimal cutting score or criterion level for a test based on response data from validation samples of instructed and uninstructed students. This score maximizes the probability of correct mastery-nonmastery decisions (or minimizes the probability of incorrect decisions). (Author/RK)

Four factors essential to determining how many items should be constructed or sampled for a set of objectives are examined: (1) importance and type of decisions to be made with the results; (2) importance and emphases assigned to the instructional and behavioral objectives; (3) number of objectives; (4) practical constraints, such as item writing…