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Airola, Denise Tobin – ProQuest LLC, 2011
Changes to state tests impact the ability of State Education Agencies (SEAs) to monitor change in performance over time. The purpose of this study was to evaluate the Standardized Performance Growth Index (PGIz), a proposed statistical model for measuring change in student and school performance, across transitions in tests. The PGIz is a…
Descriptors: Evidence, Reference Groups, Norm Referenced Tests, Criterion Referenced Tests
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Mundia, Lawrence – Journal of International Education and Leadership, 2012
The commentary and overview explored how curriculum and assessment reforms are being used by a small university and small country to improve the quality of education and gain international recognition. Although the reforms are potentially beneficial to the students, university, and country, there are dilemmatic factors that may either enhance or…
Descriptors: Foreign Countries, Universities, College Outcomes Assessment, Qualitative Research
Xu, Zeyu; Nichols, Austin – National Center for Analysis of Longitudinal Data in Education Research, 2010
The gold standard in making causal inference on program effects is a randomized trial. Most randomization designs in education randomize classrooms or schools rather than individual students. Such "clustered randomization" designs have one principal drawback: They tend to have limited statistical power or precision. This study aims to…
Descriptors: Test Format, Reading Tests, Norm Referenced Tests, Research Design
Harsh, J. Richard – 1974
It is argued that, by design, norm-referenced tests (NRT) and criterion-referenced tests (CRT) are conceived with different frames of reference. They are not totally exclusive of each other, but they do direct attention to different uses and references for information and decision making. Their combined contributions allow a more detailed and…
Descriptors: Criterion Referenced Tests, Educational Assessment, Educational Testing, Norm Referenced Tests
American School Board Journal, 1976
Describes a criterion-referenced testing program in the elementary schools of Evanston, Illinois. (IRT)
Descriptors: Achievement Tests, Criterion Referenced Tests, Diagnostic Tests, Educational Testing
Peer reviewed Peer reviewed
Wendt, Robert N. – Psychology in the Schools, 1978
School psychologists frequently are involved in assessment programs for children entering kindergarten. A comparison is made between screening and assessment related to norm-based and criterion-referenced assessment. (Author)
Descriptors: Comparative Analysis, Comparative Testing, Criterion Referenced Tests, Educational Diagnosis
Popham, W. James – Principal, 1982
Norm-referenced testing is not appropriate for use in teacher evaluation. A truly equitable method of teacher evaluation is based on a clear set of instructional targets and on the teacher's effectiveness in helping students master the specific skills and knowledge targeted. (Author/MLF)
Descriptors: Criterion Referenced Tests, Educational Testing, Elementary Education, Norm Referenced Tests
Fairfax County Schools, VA. – 1982
The Fairfax County Public schools (VA) presents Familygram, a newsletter directed to parents to help them better discuss and use test results for the improvement of their child's education and the quality of the education program in Fairfax County. An attempt is made to answer several important questions: What tests are given? Which of them are…
Descriptors: Criterion Referenced Tests, Educational Quality, Educational Testing, Norm Referenced Tests
Peer reviewed Peer reviewed
Harris, John; Oosterhof, Albert C. – Planning and Changing, 1976
Provides an overview of the probable role of assessment in the improvement of elementary and secondary education. (Author)
Descriptors: Academic Achievement, Criterion Referenced Tests, Educational Assessment, Educational Testing
Popham, W. James, Ed. – 1971
At the 1970 meeting of the American Educational Research Association a symposium, jointly sponsored by the National Council on Measurement in Education, was presented on the topic "Criterion-Referenced Measurement: Emerging Issues." The following papers were presented: "Instructional Technology and the Measurement of Learning Outcomes: Some…
Descriptors: Conferences, Criterion Referenced Tests, Educational Innovation, Educational Testing
Shannon, Thomas A. – Journal of the New York State School Boards Association, Inc., 1978
The decline in scholastic aptitude test ( SAT) scores does not signify that the quality of education is lower. To interpret this decline requires an understanding of the testing process, changing racial and sex mix of the test makers, changing lifestyle of youth, and the increase in the number of students taking the SAT. (Author/AM)
Descriptors: Achievement Tests, Criterion Referenced Tests, Educational Testing, Norm Referenced Tests
Peer reviewed Peer reviewed
Tamir, Pinchas – Studies in Educational Evaluation, 1987
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…
Descriptors: Criterion Referenced Tests, Cultural Differences, Curriculum, Educational Testing
Delawter, Jayne; Sherman, Barry W. – Learning, 1979
An introductory analysis of the relative faults and merits of various testing systems suggests the need for teacher intercession in the standard testing procedure. (LH)
Descriptors: Children, Criterion Referenced Tests, Educational Testing, Evaluation Criteria
Peer reviewed Peer reviewed
Wakefield, James A., Jr. – Journal of Educational Research, 1975
Descriptors: Criterion Referenced Tests, Educational Objectives, Educational Testing, Grade 6
Smith, Charles W. – 1973
Both criterion-referenced and norm-referenced measures are useful tools to the classroom teacher, but each has its specific uses. The criterion-referenced measure is useful when one is interested in whether an individual possesses particular competencies and when there are no quotas as to how many possess that skill. It is particularly useful in…
Descriptors: Achievement Tests, Criterion Referenced Tests, Educational Testing, Mastery Learning
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