A method for obtaining criterion-references information from standardized tests is proposed. (TA)

A defense of the use of standards with criterion-referenced testing is made in response to Glass's article (TM 504 031). (JKS)

Author replies to article TM 500 559. (MB)

The use of setting standards for criterion-referenced tests is defended in a response to two papers by Gene Glass and Nancy Burton. (JKS)

The use of the regression equation derived from the Anglo-American sample to predict grades of Mexican-American students resulted in overprediction. An examination of the standardized regression weights revealed a significant difference in the weight given to the Scholastic Aptitude Test Mathematics Score. (Author/BB)

The utility of setting standards for educational decisions, even though those standards may be somewhat arbitrary, is defended in this response to Glass's article (TM 504 031). (JKS)

The use of cut-off scores with criterion referenced tests is defended in this response to two papers by Gene Glass and Nancy Burton. Suggestions for setting cut-off scores are made. (JKS)

In this comment a recent attempt by Samuel A. Livingston to develop a theory of reliability for criterion-referenced measures is critiqued. For Livingston's rejoinder see TM 500 560. (Authors/MB)

Addressing Glass' argument (EJ 198 842) that a lack of interrelater reliability is an inherent deficiency in the Nedelsky technique, poor rater training and the need for a group decision procedure are presented as standard setting problems. (CM)

Three methods for setting performance standards for criterion referenced tests--theories, expert judgments, and practical necessity--are reviewed. The author concludes that the use of performance standards is not a promising vehicle for making societal decisions. (Author/JKS)

A set of guidelines for evaluating criterion-referenced tests is presented. Additionally, 11 sets of extant criterion-referenced tests are evaluated using these guidelines. (JKS)

This article is a reply to a previous paper (see TM 500 488) interpreting Livingston's original article (see TM 500 487). (CK)

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

A reliability coefficient for criterion-referenced tests is developed from the assumptions of classical test theory. The coefficient is based on deviations of scores from the criterion score, rather than from the mean. (Author/CK)

An alternative interpretation of Livingston's reliability coefficient (see TM 500 487) is based on the notion of the relation of the size of the reliability coefficient to the range of talent. (Author/CK)