Problems inherent in setting standards/passing scores for criterion-referenced tests are discussed; and traditional methods of setting standards are reviewed. Three acceptable methods based on judgments of questions are discussed; their authors include, respectively: (1) W. H. Angoff (1971); (2) R. L. Ebel (1972); and (3) L. Nedelsky (1954). (SLD)

The relationship between instruction and a test is defined as a parallel content-valid relation. This article describes the PLANA procedure, which approaches the problem of content validity by applying constructional rules for producing or judging the content validity relationship between the instructional objective and the items. (BW)

This paper discusses technical issues related to methods of reporting the outcomes of graded tests, with reference to three existing schemes which exemplify differing graded test models. The models are designed for secondary school pupils and are operated in one or more Local Education Authorities in the South of England. (LMO)

Information on the allocation of daily instructional time to a given program is an important aid in understanding the overall patterns of instructional pacing and may also serve as an explanation of differences in scholastic performance. Studies with kindergarten children in the First Year Communications Skills Program support this assertion.…

A properly chosen test model defines the kind of dependence of the observable behavior on underlying abilities of the persons tested in the form of a data-adequate theory. The limitations and potential of several test models are detailed; and they are critically compared as an aspect of empirical evaluation. (Author/MV)

This paper describes steps in the criterion-referenced measurement process. Specific strategies are offered for devising a decision-making process that does not destroy the wealth of information in the criterion referenced base and that does not require complicated mathematics or arduous analysis. (LMO)

On the basis of the characteristics of criterion-referenced tests, the contribution of German research to the development and application of criterion-referenced tests is discussed. (PN)

In 1975, the Philippines launched Project Survey of the Outcomes of Elementary Education (SOUTELE) to determine the state of elementary education. Project SOUTELE, which emphasizes a battery of criterion-referenced academic achievement tests, represents a movement toward the development of national quality standards. Results have implications for…

This paper describes some experimental work with teachers in a number of Australian schools to provide criterion-referenced assessments of student achievement. Student performance is analyzed using assessment materials developed within each school. Teachers are provided with computer generated reports and assisted in monitoring progress. (LMO)

Four problems related to how to best use testing and assessment to improve learning are discussed: (1) criterion- versus norm-referenced scores; (2) scaling; (3) communication and reporting of achievement; and (4) external versus school-based assessment. Comparisons of current practices in different countries, described in subsequent articles, are…

The graded test movement is currently attracting interest in the United Kingdom as a possible alternative to existing public examinations. Three key features of graded tests are: (1) emphasis on student success; (2) a progressive sequence of levels; and (3) tasks to be mastered by candidates being clearly specified. (LMO)

The reasons for using tests in early childhood programs are (1) to increase teachers' confidence in their role performance; (2) to explain and defend early childhood programs; (3) to promote consistency across programs; (4) to provide curriculum and instruction guidance to teachers; and (5) to focus teachers and parents on the more measurable…

The first year (1986-87) of a measurement-driven and feedback-driven instruction project being conducted in Israel was evaluated. Criterion-referenced tests developed for the evaluation were administered to students in grades 3, 4, and 5 in 26 schools. Positive effects were found on achievement in reading comprehension and arithmetic. (SLD)

The instructional strategy for the promotion of mastery learning in Korean middle schools included educational diagnosis, compensatory programs, formative tests, remedial and enrichment programs, cooperative learning and summative tests. The Mastery Learning Project is seen as providing more systematic and massive innovation efforts in the…

Problems which arise when criterion referenced test results are used to evaluate the effects of an elementary school reading program are discussed. Topics include: alternative methods of analyzing test results, sensitivity of the instrument to program outcomes, and comparison of criterion referenced and norm referenced achievement test data.…