This monograph has grown out of a series of discussions and a six-month period of reading and reflecting on the literature which were initiated by Fritz Mosher's suggestions to the National Assessment of Educational Progress (NAEP) to examine the "standards" question. Conversations with Mosher himself and the staff of NAEP have been most…

Like any component in a system, the use of criterion-referenced tests is a function of a larger context, of the contingencies in the system to which it belongs. Accordingly, the usefulness of criterion-referenced tests is determined by the consequences of the feedback from such tests. (Author)

Two approaches to criterion-referenced measurement are described and contrasted--domain-referenced testing and mastery testing. This paper is organized according to ten issues or stages in test construction: (1) content domain specification; (2) item construction; (3) item domain specification; (4) item analysis; (5) item selection; (6) parallel…

The concept of criterion referenced testing is examined and compared with that of norm referenced testing in terms of statistical translation problems and the relative merits of both testing concepts. (JC)

The increasing relation between domain-referenced measurement and its implications in instruction are discussed with the argument that construction methods available do not guarantee content validity which needs more attention to be effective. Two domain-referenced testing procedures illustrate construction and validity problems. (CM)

Mastery learning strategies and criterion referenced measurement tools perform a selective function in the classroom. The selective approach within the philosophical role of schools is discussed in terms of limited educational employment, competition, talent distribution, and the suggested attributes of good testing. (CM)

Focuses on the methods of establishing and maintaining content validity of criterion-referenced multiple-choice tests through refined item writing techniques. (Author)

Majority of testing programs is designed to demonstrate the superiority of performance of one student over another rather than evaluate the degree to which an individual has mastered specific skills. The necessity of changing this orientation is discussed. (RW)

Applied performance tests (APTs) are defined as tests designed to measure performance, in an actual or simulated setting, of tasks significant to a student's life outside the school or significant to adult life. A number of examples are presented to illustrate which skills may be classified as applied performance (such as file a tax return or…

A procedure is suggested for test development and construct validation based on a theory about the criterion performance. The method is illustrated by describing a study concerned with the selection of medical school students, where the criterion is a measure of clinical problem-solving ability. (Author/LMO)

Test development procedures and six methods for determining cut-off scores are briefly described. An alternate method, appropriate when the test developer also determines the cut-off score, is suggested. Unlike other methods, the standard is set during the test development stage. Its computations are intelligible to nonstatistically-oriented…

Three kinds of instructionally sensitive achievement tests are described which provide useful information on formal schooling proficiencies: placement, progress, and attainment tests. Procedures to design, develop, and empirically verify attainment and placement tests are presented. The methodology is designed to ensure that the test instruments…

Using norm-referenced reading achievement tests as both "criterion referenced" (through repeated administration of the same form at successively higher grade levels) and as norm-referenced (in the usual manner) helps to differentiate individual changes in learning how to read as well as individual differences in gaining information from textual…

Describes procedure for combining Stanford Achievement Test items with local supplementary items to measure individual and aggregate student performance in mathematics. Two reports are generated from the test results: a diagnostic report of student mastery of each objective and an overall score. (TE)

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…