A unified framework for validating criterion-referenced test (CRT) interpretation is proposed. Using functional literacy as an illustration, the instructional outcomes assessed are called achievement constructs, and described in psychological and behavioral terms. The proposed construct validation methods can yield tests more closely linked to…

On the basis of the characteristics of criterion-referenced tests, the contribution of German research to the development and application of criterion-referenced tests is discussed. (PN)

An investigation is described of the ORT ONLY MODEL, which is one of four models being used to obtain national norm-referenced and local criterion- or objective-referenced information from a single assessment instrument. Raw scores on a norm-referenced test (NRT) were equated to raw scores on an objective-referenced test (ORT). Resultant equating…

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…

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…