In adolescence research, the treatment of measurement reliability is often fragmented, and it is not always clear how different reliability coefficients are related. We show that generalizability theory (G-theory) is a comprehensive framework of measurement reliability, encompassing all other reliability methods (e.g., Pearson "r,"…

The Texas State University-San Marcos undergraduate healthcare administration program requires all bachelors of health administration (BHA) students to pass a comprehensive examination to demonstrate their knowledge of specific core competencies. This also demonstrates completion of their didactic coursework in order to enter a practical…

Four criterion-referenced reliability coefficicents were compared to the Kuder-Richardson estimates and to each other. The Kuder-Richardson formulas 20 and 21, the Livingston, the Subkoviak and two Huynh coefficients were computed for a random sample of 33 criterion-referenced tests. The Subkoviak coefficient yielded the highest mean value;…

The reliability of a criterion referenced test was defined as a measure of the degree to which the test discriminates between an individual's level of performance and a predetermined criterion level. The variances of observed and true scores were defined as the squared deviation of the score from the criterion. Based on these definitions and 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…

Standardized achievement tests and instructional accomplishment inventories involve different methodologies and cannot be equated by using conventional psychometric methods. Instructional accomplishment inventories are descriptive, and are designed to reflect the scope, sequence, and skills and emphasis in a particular instructional program.…

A summary is provided of the rationale for questioning the applicability of classical reliability measures to criterion referenced tests; an extension of the classical theory of true and error scores to incorporate a theory of dichotomous decisions; a presentation of the mean split-half coefficient of agreement, a single-administration test index…

This paper presents an introduction to the use of latent trait models for the estimation of domain scores. It was shown that these models provided an advantage over classical test theory and binomial error models in that unbiased estimates of true domain scores could be obtained even when items were not randomly selected from a universe of items.…

Four discrimination indices were compared, using score distributions which were normal, bimodal, and negatively skewed. The score distributions were systematically varied to represent the common circumstances of a military training situation using criterion-referenced mastery tests. Three 20-item tests were administered to 110 simulated subjects.…

The feasibility of criterion referenced testing is held to be dependent on the tenability of two postulates: (1) that bias can be controlled in a principled manner from one test to the next; and (2) that one mental process measured by such tests may lawfully interact with another. Without the first postulate, criterion scores could not be…

The family of Weibull distributions was investigated as a model for the distributions of response times for items in computer-based criterion-referenced tests. The fit of these distributions were, with a few exceptions, good to excellent according to the Kolmogorov-Smirnov test. For a few relatively simple items, the two-parameter gamma…

A procedure is demonstrated for constructing tables showing, for each score on a commercial reading achievement test, the percentage of real-world materials that the testee is likely to comprehend with at least a criterion level of proficiency, the percentages of students in a local or national sample who can competently comprehend a given…

Three approaches to the construction of achievement tests are compared: construct, operational, and empirical. The construct approach is based upon classical test theory and measures an abstract representation of the instructional objectives. The operational approach specifies instructional intent through instructional objectives, facet design,…