A well-constructed criterion-referenced test has an unambiguous descriptive scheme, an adequate number of items, a sufficiently limited focus, reliability, validity, and comparative data. (Author/MLF)

Since competency-based instruction is based on the testing process, this study suggests that careful attention to the construction of tests can produce a reliable, valid measure. The next steps to be taken include developing larger banks of test items, increasingly accurate tests, and instruction to meet specified objectives of the curriculum.…

Attention has recently been focused on the need to design and validate instructional materials that guarantee competent student performance. In preparing such products, developers have come to rely on competency-based achievement tests. Unfortunately, expertise for constructing reliable and valid competency-based instruments is not currently…

Competency-based vocational education is based on the following three essentials: specifying job-related tasks in advance, providing instruction in the tasks, and measuring and certifying that students can perform the tasks. This article focuses on measuring and certifying student competencies by addressing several related questions. (BM)

The job of the 4-H extension agent involves fairly complex levels of performance. The curriculum for the extension agent program should produce youth workers who have the ability to perform competently and who possess the basic concepts and values required to function effectively. Performance objectives were written for each competency considered…

Three basic areas of definition, measurement, and research, voiced as concerns by members of the National Council of Measurement in Education (NCME) to its Task Force on Measurement Problems in Competency-Based Programs, are used as an organizer for a sponsored symposia and the papers in this monograph. The problem of the definition of competency…

Guidelines are presented for use by school personnel in reviewing and improving locally developed proficiency tests used in meeting the requirements of the California Pupil Proficiency Law. The guide is organized in three main chapters on test construction, test validation, and test documentation. The test construction chapter focuses on issues…

Between July and November 1993, a cross-section of Australia's school- and workplace-based vocational education and training programs was studied to identify programs using innovative assessment strategies and materials. As innovative strategies/materials were identified, the study methodology was revised and a case study approach was adopted. The…

This notebook contains the following conference presentations: "Identifying and Validating Task Lists by Business and Industry for Test/Test Item Development" (Charles Losh); "Conducting a Task Analysis for Competency-Based Test Item Development" (Brenda Hattaway); "Writing and Reviewing Test Items: Multiple Choice,…

This booklet has been written to help persons interested in assessment of education and training programs in general and competency-based vocational education programs in particular. The following topics are covered in the individual sections: the meaning of the term "assessment"; the importance of assessment; curriculum models; percentages and…

Discusses the movement toward authentic assessment, also called direct or performance assessment, as an alternative to multiple-choice, standardized, norm-referenced testing. Authentic testing involves assessment tasks that are real instances of extended criterion performances rather than proxies of actual learning goals. Questions use of…

The literature on issues of the reliability and validity of objective and performance assessments in vocational education and training was reviewed and synthesized to develop guidelines for procedures to enhance reliability and validity. The review established the following facts: (1) validity is determined largely through inferences made by both…

Three areas of concern for those considering competency-based graduation requirements are discussed. First, what is involved in implementing a competency-based graduation requirement? The first tasks are the specification of performance standards and the performance skill areas. Then, appropriate certification procedures can be selected, and their…

The implementation of competency-based assessment (CBA) under Australia's National Training Framework was evaluated to provide indicators for improvement in CBA policy and practice. The evaluation included three data collection activities: a survey of 258 teachers, trainers, and assessors (response rate, 43%); a survey of 68 Industry Training…