The educational implications of criterion-referenced tests are demonstrated. It is the hypothesis of the author that criterion-referenced tests have little educational impact unless carefully constructed around rigorous domain specifications. The paper details the process and problems of construction of a series of history tests presently being…

These four characteristics inherent in criterion-referenced tests form the central theme of this paper: (1) The classes of behaviors that define different achievement levels are specified as clearly as possible before the test is constructed; (2) Each behavior class is defined by a set of test situations (that is, test tasks) in which the…

Because criterion referenced measurement is a relatively new approach to testing, systematic guidelines for constructing criterion referenced tests (CRTs) have not yet been developed. A number of questions and issues face the test developer who wishes to provide a test that will be helpful in a particular decision-making situation. There are three…

This paper describes the development of a criterion-referenced test. The Prescriptive Mathematics Inventory (PMI) was developed to measure 400 stated behavioral objectives. The test consists of three overlapping levels with the objectives chosen to cover 90 to 95 per cent of the mathematics curriculum nominally taught in grades 4 through 8. Each…

These rating scales are intended for evaluation of student pilot performance. Each student is evaluated individually on the basis of video recordings of the student in flight. Ten point rating lines are used for the ten criterion performance elements of each of three maneuvers, (1) Final Turn to Landing, (2) Lazy Eight, and (3) Vertical S "A".…

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)

This paper reviews the literature related to criterion-referenced testing (CRT), which has been tied to trends in individualized instruction, competency-based education, and the accountability movement. Among the conclusions that are drawn are (1) CRT scores assume a good match between test items and behavioral objectives that the CRT attempts to…

Problems in constructing criterion referenced tests related to inadequate technical criteria, and guidelines for their solution are discussed. The need to select a well-defined domain of behaviors is emphasized as the key to test construction and to understanding students' test performance. Considerations must also be given to the most effective…