Score equating based on small samples of examinees is often inaccurate for the examinee populations. We conducted a series of resampling studies to investigate the accuracy of five methods of equating in a common-item design. The methods were chained equipercentile equating of smoothed distributions, chained linear equating, chained mean equating,…

Author discusses the implications that criterion-referenced tests have for the teacher and for testing programs in the schools. (Author/CB)

In this paper consideration is given to the nature of the relationships among items within item forms and how these relationships compare with an ideal case for diagnostic tests in which if a person gets one item within an item form right then he would get all items within the item form correct. (Authors)

The suitability of the beta binomial test model for criterion referenced testing was investigated, first by considering whether underlying assumptions are realistic, and second, by examining the robustness of the model. Results suggest that the model may have practical value. (Author/RD)

It has been argued that item variance and test variance are not necessary characteristics for criterion-referenced tests, although they are necessary for norm-referenced tests. This position is in error because it considers sample statistics as the criteria for evaluating items and tests. Within a particular sample, an item or test may have no…

Binomial models for domain-referenced testing are compared, emphasizing the assumptions underlying the beta-binomial model. Advantages and disadvantages are discussed. A proposed item sampling model is presented which takes the effect of guessing into account. (Author/CM)

Describes two types of criterion-referenced testing that districts can use to measure achievement outcomes of their instructional programs: a random sampling assessment plan and an item-response theory assessment plan. (Author/JM)

A series of studies on conceptual and design problems in competency-based measurements are explained. The concept of validity within the context of criterion-referenced measurement is reviewed. The authors believe validation should be viewed as a process rather than an end product. It is the process of marshalling evidence to support…

The adequacy of a test developed for statewide assessment of basic mathematics skills was investigated. The test, comprised of multiple-choice items reflecting a series of behavioral objectives, was compared with a more extensive criterion measure generated from the same objectives by the application of a strict item sampling model. In many…

Both criterion-referenced testing and behavioral assessment share the basic assumption that test behavior is a sample rather than a sign. In addition, both types of assessment focus on response capabilities and performance in specified content domains. Although content validity has been traditionally recognized as essential to criterion-referenced…

This study examined the effects of certain item selection methods on the classification accuracy and classification consistency of criterion-referenced instruments. Three item response data sets, representing varying situations of instructional effectiveness, were simulated. Five methods of item selection were then applied to each data set for the…

The literature on criterion referenced testing is full of discussions concerning whether classical measurement techniques are appropriate, whether variance is necessary, whether new indices of reliability are needed, and the like. What appears to be lacking, however, is a clear and simple discussion of why the problems occur. This paper suggests…

Test construction is not the strictly logical process that we might wish it to be. This is particularly true in a large on-going project such as the National Assessment of Educational Progress (NAEP). Most of the really deep questions can only be answered by the exercise of well-informed human judgment. Criterion-referenced testing is still a term…

Formulas are presented for decision reliability and for classification validity for mastery/nonmastery decisions based on criterion referenced tests. Two item parameters are used: the probability of a master answering an item correctly, and the probability of a nonmaster answering an item incorrectly. The theory explores the relationships of…

Three statistical problems related to criterion-referenced testing are investigated: estimation of the likelihood of a false-positive or false-negative decision with a mastery test, estimation of true scores in the Compound Binomial Error Model, and comparison of the examinees to a control. Two methods for estimating the likelihood of…