An historical and philosophical perspective on the setting of standards for criterion-referenced testing is presented. The author suggests that performance standards are more symbolic than substantive. (JKS)

The fundamental Reading Competencies Test assesses proficiency with respect to well-defined functional reading skills of high school students. Validity and reliability data for the test are presented. (Author/JKS)

Survey research establishes that beardedness correlates with many desired outcomes and supports that a minimal level of beardedness be set as a prerequisite for high school graduation. Research problems of concept clarification, domain-definition, instrument development, and standard setting methods are discussed. The political considerations of…

Political and educational consequences of standard setting for criterion-referenced tests are discussed. Suggestions for setting standards are given. (JKS)

A detailed analysis of standard setting and criteria for test scores and educational decisions is presented. The author contends that present procedures are in need of re-examination. (JKS)