A discussion of the need to utilize a training approach based on job performance requirements and criterion tests." (Author/AK)

A framework, or classification scheme, is provided for displaying the spectrum of criterion-referenced tests. This framework illustrates that no single type of test can be identified as the absolute prototype criterion-referenced test. It is shown that over the past 115 years criterion-referenced testing has grown to be a many-faceted concept, its…

A description of the difficulties encountered in constructing a criterion-referenced test to assess end-of-year skills as part of a program evaluation is presented. The problems encountered in preparing the customized test are described in humorous detail. The first problem involved the listening test obtained from a publisher without…

The subject of constructing criterion-referenced tests is often researched, but many technical problems remain to be satisfactorily resolved. Foremost, criterion-referenced test developers need a comprehensive set of steps for construction. In this paper, 14 logical steps for building criterion-referenced tests that refer to several different…

Since mid-1971 the Instructional Objectives Exchange has been engaged in a major effort to develop and disseminate criterion-referenced tests in the fields of reading, mathematics, language arts, and social studies. This paper isolates the chief technical decision-alternatives faced in this project, such as: (1) the optimal number of tests to…

The educational implications of criterion-referenced tests are demonstrated. It is the hypothesis of the author that criterion-referenced tests have little educational impact unless carefully constructed around rigorous domain specifications. The paper details the process and problems of construction of a series of history tests presently being…

These four characteristics inherent in criterion-referenced tests form the central theme of this paper: (1) The classes of behaviors that define different achievement levels are specified as clearly as possible before the test is constructed; (2) Each behavior class is defined by a set of test situations (that is, test tasks) in which the…

The 10 criticisms of criterion-referenced tests addressed in this paper are: the domains tested; pedagogical influence; difficulty of items; cumbersome reports; reliability; arbitrary criteria; local objectives; labeling; predictive validity; and repeated testing. (SJL)

This paper was presented with other papers in a forum dealing with statewide testing programs. The primary purpose of the paper is to address practical considerations and methods of resolution for large districts or states who are planning on conducting large scale testing or assessment programs with criterion or performance referenced measures.…

A problem of considerable importance in certain educational settings is determining how many items to include on a mastery test. Applying ranking and selection procedures, a solution is given which includes as a special case all existing single-stage, non-Bayesian solutions based on a strong true-score model. (Author/JKS)

An overview of the articles and definition of terms for the journal topic of domain reference testing. (HB)

A behavioral domain is well-defined when it is clear to both test developers and test users which categories of performance should or should not be considered for potential test items. Only those tests that are keyed to well-defined domains meet the definition of criterion-referenced tests. The greatest proliferation of criterion-referenced tests…

A series of studies on conceptual and design problems in competency-based measurements are explained. The concept of validity within the context of criterion-referenced measurement is reviewed. The authors believe validation should be viewed as a process rather than an end product. It is the process of marshalling evidence to support…

This experiment was designed to assess the ability of item writers to construct truly parallel tests based on a "duplicate-construction experiment" in which Cronbach argues that if the universe description and sampling are ideally refined, the two independently constructed tests will be entirely equivalent, and that within the limits of item…