This paper discusses the validity of test preparation practices in the context of large-scale norm-referenced and criterion-referenced tests. It presents a framework for conceptualizing the various aspects of test preparation that includes the basic premises underlying the validity of the practices. Five areas of test preparation are outlined: (1)…

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…

Technical considerations associated with item selection and reliability assessment are considered in relation to criterion-referenced tests constructed to provide group information. The purpose is to emphasize test building and the evaluation of test scores in program evaluation studies. It is stressed that an evaluator employ a performance or…

This paper presents a discussion of outcome assessment that puts into context how measurement has evolved to its present state. Several types of testing and assessment options are considered against a background of validity. Criterion-referenced measurement is discussed extensively in terms of history, field study, identity problems, intellectual…

In the assessment of second/foreign language proficiency, we are entering the era of criterion-referenced assessment as language learning is being recognized as an integrative, multifaceted construct. Norm-referenced measurement (NRM) is compared with criterion-referenced measurement (CRM). CRM is characterized by attention to skill, whereas NRM…

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…

This paper evaluates existing national examination development processes in light of changes created by curriculum reform, and the restructuring and expansion of basic education. A model is proposed that creates a strong alignment of national examinations and a national basic education curriculum. Practical examples from Botswana, where the model…

The objectives of the symposium were to provide an example of the institution of a systems approach to the solving of an educational problem and to relate this approach to current measurement issues such as criterion-referenced interpretation of test scores and individualization of assessment, diagnosis and instruction. A pilot project in reading…

The central assumption in domain-referenced testing (DRT), as presented in this book, is that a domain may be determined which adequately represents a particular universe of knowledge. After a domain has been established, the technological and practical problem of using domain-referenced testing must be solved. This book contains a collection of…

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…