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Giraldo, Frank – HOW, 2020
Large-scale language testing uses statistical information to account for the quality of an assessment system. In this reflection article, I explain how basic statistics can be used meaningfully in the context of classroom language assessment. The paper explores a series of statistical calculations that can be used to examine test scores and…
Descriptors: Language Tests, Statistics, Scores, Test Results
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Brown, James Dean – Language Assessment Quarterly, 2008
In keeping with the theme of the International Language Testing Association/Language Testing Research Colloquium Conference in 2008, "Focusing on the Core: Justifying the Use of Language Assessments to Stakeholders," I define "stakeholder-friendly tests," "defensible testing," and "testing-context analysis."…
Descriptors: Language Usage, Curriculum Development, Testing, Language Tests
Nitko, Anthony J. – New Directions for Testing and Measurement, 1980
Criterion-referencing is a way to enhance the interpretation of test scores by referencing them to well-defined behavior domains. Behavior domains may be ordered or unordered; several varieties of criterion-referenced tests within each of these types are discussed. (Author/RL)
Descriptors: Classification, Criterion Referenced Tests, Scaling, Scores
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Haertel, Edward H.; Lorie, William A. – Measurement: Interdisciplinary Research and Perspectives, 2004
Standards-based score reports interpret test performance with reference to cut scores defining categories like "below basic," "proficient," or "master." This article first develops a conceptual framework for validity arguments supporting such interpretations, then presents three applications. Two of these serve to introduce new standard-setting…
Descriptors: Scores, Test Interpretation, Test Validity, Standard Setting (Scoring)
Shermis, Mark D.; DiVesta, Francis J. – Rowman & Littlefield Publishers, Inc., 2011
"Classroom Assessment in Action" clarifies the multi-faceted roles of measurement and assessment and their applications in a classroom setting. Comprehensive in scope, Shermis and Di Vesta explain basic measurement concepts and show students how to interpret the results of standardized tests. From these basic concepts, the authors then…
Descriptors: Student Evaluation, Standardized Tests, Scores, Measurement
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Millman, Jason; Popham, W. James – Journal of Educational Measurement, 1974
The use of the regression equation derived from the Anglo-American sample to predict grades of Mexican-American students resulted in overprediction. An examination of the standardized regression weights revealed a significant difference in the weight given to the Scholastic Aptitude Test Mathematics Score. (Author/BB)
Descriptors: Criterion Referenced Tests, Item Analysis, Predictive Validity, Scores
Coffman, William E. – 1974
Many problems in the areas of test interpretation and educational assessment are causing difficulties for educators. On one hand the public and legislators are requesting more state testing programs and assessment programs, while on the other, educators realize the problems concerning testing and test interpretation. Difficulties arise when tests…
Descriptors: Accountability, Criterion Referenced Tests, Educational Testing, Groups
Freytes, Fanny – 1973
An attempt toward the development of a criterion-referenced test as a joint project of the Puerto Rican Division of Evaluation and the Mathematics Program in the Department of Education is discussed. The approach used included the following steps: (1) clarification of objectives, (2) development of test items for each objective, (3) development of…
Descriptors: Cooperative Programs, Criterion Referenced Tests, Educational Objectives, Mathematics Instruction
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Rock, Donald A. – ETS Research Report Series, 2007
This paper presents a strategy for measuring cognitive gains in reading during the early school years. It is argued that accurate estimates of gain scores and their appropriate interpretation requires the use of adaptive tests with multiple criterion referenced points that mark learning milestones. It is further argued that two different measures…
Descriptors: Scores, Cognitive Development, Computation, Test Interpretation
Livingston, Samuel A. – 1976
A distinction is made between reliability of measurement and reliability of classification; the "criterion-referenced reliability coefficient" describes the former. Application of this coefficient to the probability distribution of possible scores for a single student yields a meaningful way to describe the reliability of a single score. (Author)
Descriptors: Classification, Criterion Referenced Tests, Error of Measurement, Measurement
Lenke, Joanne M.; Beck, Michael D. – New Directions for Testing and Measurement, 1980
This chapter discusses units of measurement, relates types of scales and norms to the purpose for testing, looks at types of test data typically reported, identifies the primary users of test information, looks at limitations of scales and norms, and looks at the interaction between user and data. (Author/RL)
Descriptors: Criterion Referenced Tests, Elementary Secondary Education, Norm Referenced Tests, Scaling
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Popham, W. James – Educational Measurement: Issues and Practice, 1994
The instructional impact of criterion-referenced testing during the past three decades is reviewed, and a method of devising criterion-referenced tests is suggested that departs from the usual model. Adding verification along the lines of panel review that newly constructed test items do elicit appropriate information is suggested. (SLD)
Descriptors: Achievement Tests, Criterion Referenced Tests, Educational Assessment, Educational Research
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Mills, Craig N.; Hambleton, Ronald K. – 1980
General guidelines exist for reporting and interpreting test scores, but there are short comings in the available technology, especially when applied to criterion-referenced tests. Concerns that have been expressed in the educational measurement literature address the uses of test scores, the manner of reporting scores, limited testing knowledge…
Descriptors: Criterion Referenced Tests, Educational Objectives, Elementary Secondary Education, Guidelines
Carpenter, Beth – American School Board Journal, 1983
A school board member explains test score interpretation, how to make sure teachers can interpret tests to parents, and how to release scores. (JM)
Descriptors: Board of Education Role, Criterion Referenced Tests, Elementary Secondary Education, Norm Referenced Tests
Denham, Carolyn H. – 1977
Twelve tests of reading and math at the elementary level are classified according to a model which makes a distinction between criterion and domain tests. Score reporting and item analysis techniques are discussed. It is argued that most objectives-referenced tests do not specify their domains sufficiently to make interpretations more general than…
Descriptors: Classification, Criterion Referenced Tests, Educational Objectives, Elementary Education
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