Accountability in vocational education is discussed as consisting of two subsystems, one providing data about developing new programs and the other as providing data for answering questions about the quality of existing programs. The Minnesota model for product evaluation, the latter subsystem, is discussed. It is predicated on the theory that…

A classical model for achievement test development was influenced by: the educational tradition of selecting a sample of questions appropriate to a subject and counting the proportion of acceptable responses; the emphasis on obtaining a large and homogeneous sample of questions to insure reliability; and the tradition in psychological testing of…

Use of the Woodcock Reading Mastery Tests (WRMT), individually administered wide ranging reading tests, was explored, using Title I evaluation Models A1 and A2. Attention was focused on: (1) relationship of the Title I curriculum to the WRMT and the SRA Reading Test; (2) comparative reading achievement gains on both tests, using Model A1; and (3)…