Differences in design between norm referenced measures (NRM) and criterion referenced measures (CRM) are reviewed, and some of the procedures proposed on designing and evaluating CRM are examined. Differences in design of NRM and CRM are said to arise from the different purposes that underlie each measure. In addition, there are differences among…

This study compared a domain referenced approach with a traditional psychometric approach in the construction of a test. Results of the December, 1975 Quarterly Profile Exam (QPE) administered to 400 examinees at a university were the source of data. The 400 item QPE is a five alternative multiple choice test of information a "safe"…

Distinction between norm referenced and criterion referenced tests are explored in relationship to underlying philosophy and intent. In considering the use of a criterion referenced test for instructional purposes, consideration is given to: specification of objectives, item content and selection, reliability, and needs assessment. (Author)

Criterion-referenced evaluation (CRE) describes achievement in performance terms, whereas norm-referenced evaluation (NRE) compares the performance of one individual to that of others with respect to a given evaluation instrument. Vocational educators who base their programs on behaviorism commonly evaluate student performance from a CRE…

The reliability of a criterion referenced test was defined as a measure of the degree to which the test discriminates between an individual's level of performance and a predetermined criterion level. The variances of observed and true scores were defined as the squared deviation of the score from the criterion. Based on these definitions and the…

Using the assumption of randomly parallel tests and concepts from generalizability theory, three signal/noise ratios for domain-referenced tests are developed, discussed, and compared. The three ratios have the same noise but different signals depending upon the kind of decision to be made as a result of measurement. (Author/JKS)

A study was conducted at Stark Technical College to compare a normative-referenced test for mathematics placement with a criterion-referenced test that had been used by the college. The study sought to compare statistically the scores of 165 students on the Mathematics Inventory Test (MIT--a criterion-referenced test that had been developed…

The differences between edumetric and psychometric uses of tests were described and the relevance of the edumetric dimension for measuring student learning gains, especially in the context of individualized instruction involving multiple learning mode options, was clarified. Also, the procedures for edumetric reliability and validation assessment…

The present study was designed to examine whether or not traditional procedures concerning item selection and reliability are both applicable and appropriate for criterion-referenced (CR) tests. It was also designed to examine traditional procedures and those designed especially for CR testing in relation to test variance and item homogeneity.…

The purpose of this study was to explore the usefulness of the Rasch test analysis model for providing consistent scale statistics between content-referenced and norm-referenced tests across school districts. A number of content-referenced tests were created to assess student performance relative to basic skills goals identified in reading and…

With the increasing globalization of human resources practices, a commensurate increase in demand has occurred for multi-language ("global") personality norms for use in selection and development efforts. The combination of data from multiple translations of a personality assessment into a single norm engenders error from multiple sources. This…

Viewing the reliability for criterion-referenced tests as that of mastery classification decisions, three models for determining reliability were examined using two test administrations so that two estimates could be compared to a standard. A major purpose of the research was to determine how several reliability coefficients (coefficient kappa, an…

Presents major stages in design and development of criterion referenced tests (CRT) with emphasis on differences between CRT construction and norm-referenced test construction. Discussion covers test interpretation; test theory; preparation for test construction (hierarchical analysis, item type selection, and choosing number of items); test…

Scores of high school students responding to the same biology cognitive preference test using both normative and ipsative procedures were compared. All subtests, whether ipsative or normative, had high alpha Cronbach coefficients. A number of similarities were found in the mean scores obtained by the two procedures, as well as moderate positive…

A review of literature serves as the basis for a discussion of various aspects of criterion-referenced tests. The aspects discussed are: teaching and evaluation objectives, criterion- and norm-referenced measurement, stages in construction of criterion-referenced tests, construction and selection of items, test validity, and test reliability.…