The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an…

In this study, eight statistical strategies were evaluated for selecting the parameterizations of loglinear models for smoothing the bivariate test score distributions used in nonequivalent groups with anchor test (NEAT) equating. Four of the strategies were based on significance tests of chi-square statistics (Likelihood Ratio, Pearson,…

Changes to state tests impact the ability of State Education Agencies (SEAs) to monitor change in performance over time. The purpose of this study was to evaluate the Standardized Performance Growth Index (PGIz), a proposed statistical model for measuring change in student and school performance, across transitions in tests. The PGIz is a…

This paper provides a history of ETS's role in developing assessment instruments and psychometric procedures for measuring change in large-scale national assessments funded by the Longitudinal Studies branch of the National Center for Education Statistics. It documents the innovations developed during more than 30 years of working with…

A relatively simple method is developed to obtain confidence intervals for a student's proportion of domain mastery in criterion-referenced or mastery measurement situations. The method uses the binomial distribution as a model for the student's scores under hypothetically repeated assessments, and it makes use of widely available "F"…

The Chicago Public Schools have been developing and implementing a citywide instructional program of continuous progress/mastery learning in reading. It includes the delineation of a K-8 continuum of instructional objectives; a criterion-referenced testing program which serves as the basis for instruction, promotion, and administrative monitoring;…

The feasibility of combining criterion-referenced and norm-referenced tests into a school achievement test score to be used for school effectiveness classification was studied with 361 elementary schools across 2 years and across a subsample of 264 schools. Results support combining scores of different tests to measure school effectiveness. (SLD)

The development of a test design methodology used to construct a criterion-referenced System Achievement Test (CR-SAT) for selected Naval enlisted classification (NEC) in the Strategic Weapon System (SWS) of the United States Navy is described. Subject matter experts, training data analysts and educational specialists developed a comprehensive…

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…

Research evidence relating to the utility of the RMC evaluation models of compensatory education employing non-normed tests is examined. The history and evolution of five early models into the current norm-referenced model utilizing a non-normed test (Model A2), non-normed versions of a comparison model (Model B2), and the regression model (Model…

The nature and purpose of criterion-referenced testing is discussed in light of test design procedures. It is seen that the uses to which test results are put are the chief determiners of the appropriate measurement model. A distinction is made between cut-off scores, criterion scores, and mastery scores. The value of certain test construction…

In this paper, several models for the psychometric nature of criterion-referenced tests are presented and results derived with implications for test construction, reliability and validity measures, and educational decision making. Both dichotomous and continuous underlying abilities to perform are considered. Illustrative data fitting both cases…

Two models were identified for criterion-referenced tests, one based on the assumption of a continuous achievement variable and the other assuming a dichotomous or binary variable. Several test characteristics were examined and contrasted for the two models, including the distribution of scores, establishment of a cutting score, test length, item…

This paper examines the development and evaluation of criterion-referenced measures, and elaborates on the distinction between them and norm-referenced measures. The concept of sensitivity is introduced as an appropriate method for evaluating such measures, and a sensitivity index is proposed. The traditional model for the response of a subject to…

The purpose of these studies was to develop and demonstrate a model for identifying criterion levels of performance that can be rationally defended as being the best level of performance for a particular instructional task. The specific objective was to identify the score on a cloze test that represents the most desirable level of performance on…