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…

The basic steps and procedures in the development of criterion referenced tests (CRT), as well as the issues and problems associated with these activities are discussed. In the first section of the paper, the discussions focus upon the purpose and defining characteristics of CRTs, item construction and selection, improving item quality, content…

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.…

Research on the lack of correlation between standardized tests and school district goals has suggested that district goals might be better met by supplementing standardized tests with district-made criterion-referenced testing systems. This article reports on the development of such a system, the Academic Learning Progress Assessment System…

The Georgia Teacher Certification Testing Program includes 28 criterion-referenced tests designed by National Evaluation Systems, Inc. (Amherst, Massachusetts) and covering 28 different teaching, leadership, and service fields. This publication offers an overview of the test development process, test validation procedures, test administration…

The Maryland State Department of Education issued a request for proposals to develop a score reporting system for the Maryland Functional Testing Program. RMC Research Corporation conducted a literature review of extant literature and developed a national survey of non-norm-referenced test score reporting practices. This comprehensive analysis of…

A criterion-referenced test battery was devised for use with the mathematics program of the Mamaroneck Public Schools (New York) in 1971. After two annual administrations, the tests were revised in four ways. The format was changed, and the number of items dealing with geometry was increased; some items were revised to conform better with the…

Although most states use a single strategy for statewide assessment, one Midwestern state has chosen a model in which local school districts are responsible for developing strategies to measure and report students' progress on state-adopted content strategies. This paper describes the state assessment system and focuses on the perspectives of…

A comprehensive review of test practices and recommendations for setting up a district testing program that will meet informational needs. (Editor)

This paper describes the methods used for revising the Cincinnati Mathematics Inventories, a battery of criterion-referenced tests of basic skills used in the Cincinnati Title III program and other city-wide special programs. Each of these tests is designed to cover a half-year of work; items are included to sample skills listed in the Catalog of…

The items of the Florida minimal competency test have never been validated as measures of "survival skills," and the pass/fail standards were set mindlessly and capriciously. (Author/IRT)

As part of a major effort to raise student achievement, Colorado schools have been putting into place rigorous academic content standards that spell out the skills and knowledge students should acquire in core subject areas. This guide contains information about part of this effort, the new Colorado Student Assessment Program (CSAP), to help…

The new Colorado Student Assessment Program (CSAP) was developed to provide a measurement of how well students and schools are meeting Colorado's academic content standards. The CSAP tests are not norm-referenced showing how much a student has learned in comparison with other students. Instead, they are based on the state's content standards.…

One Midwestern state has chosen a model of state assessment in which local school districts are responsible for developing the strategies to measure and report their students' performance on state-adopted content standards. When students are not measured on common instruments, district accountability becomes an added challenge. This paper presents…

A statewide sustained effort to improve student learning in Missouri by adopting and adapting promising research-based educational practices is described. The concept of an Instructional Management System (IMS) with desired learner outcomes determining both instruction and testing was suggested to local school districts beginning in 1980. In 1985,…