A defense of the use of standards with criterion-referenced testing is made in response to Glass's article (TM 504 031). (JKS)

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…

The utility of setting standards for educational decisions, even though those standards may be somewhat arbitrary, is defended in this response to Glass's article (TM 504 031). (JKS)

This experiment was designed to assess the ability of item writers to construct truly parallel tests based on a "duplicate-construction experiment" in which Cronbach argues that if the universe description and sampling are ideally refined, the two independently constructed tests will be entirely equivalent, and that within the limits of item…

Three methods for setting performance standards for criterion referenced tests--theories, expert judgments, and practical necessity--are reviewed. The author concludes that the use of performance standards is not a promising vehicle for making societal decisions. (Author/JKS)

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)

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…

Because criterion referenced measurement is a relatively new approach to testing, systematic guidelines for constructing criterion referenced tests (CRTs) have not yet been developed. A number of questions and issues face the test developer who wishes to provide a test that will be helpful in a particular decision-making situation. There are three…

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)

After reviewing the history and evolution of criterion referenced tests and citing the writings of other researchers, the author summarizes the current state of criterion referenced tests. They are used to measure an individual's status with respect to a well-defined behavior domain; the behavior domain can be well-ordered, structured, or…

The problems of standardized tests with regard to Mexican American students, particularly "ethnic validity", are reviewed. Inadequate norm group representation, cultural bias, and language bias are purported by the author to be the most common faults of standardized tests. Suggested is the elimination of standardized testing as a principal means…

Political and educational consequences of standard setting for criterion-referenced tests are discussed. Suggestions for setting standards are given. (JKS)

This paper addresses itself to the history and use of standardized aptitude and achievement tests for practical judgements about schools in New Jersey. In the author's opinion, school-wide aptitude testing is not a particularly useful practice when other types of information, particularly grades, achievement tests, and teacher's comments, are…

A detailed analysis of standard setting and criteria for test scores and educational decisions is presented. The author contends that present procedures are in need of re-examination. (JKS)