Techniques for classifying individuals into mastery or non-mastery status based on criterion-referenced test performance are investigated. Extensions of mastery classification techniques developed by Macready and Dayton are presented. The techniques are based on latent class and quasi-independence models. (Author/JKS)

Current methods of obtaining reliability coefficients for mastery tests are laborious from a practitioner's perspective. Some methods require two test administrations; while others require access to computer facilities and/or advanced measurement and statistical procedures. This report provides tables from which practitioners can read such…

A model for the setting of mastery cut scores is presented. The model, based on the beta-binomial test distribution, allows for hand calculation of cut scores. The model provides a simple way to explore the consequences of selecting a particular cut score. (Author/JKS)

A coherent system of decision making is described that may be incorporated into an instructional sequence to provide a supplement to the experience-based judgment of the classroom teacher. The elements of this decision process incorporate prior information such as a teacher's past experience, experimental results such as a test score, and…

A defense of the use of standards with criterion-referenced testing is made in response to Glass's article (TM 504 031). (JKS)

A procedure for estimating the rates of false positive and false negative classification in a mastery testing situation is described. Formulas and tables are described for the computations of the standard errors. (Author/JKS)

The use of setting standards for criterion-referenced tests is defended in a response to two papers by Gene Glass and Nancy Burton. (JKS)

The problem of determining an optimal passing score for a mastery test is discussed, when the purpose of the test is to predict success on an external criterion. For the case of constant losses for the two possible error types, a method for determining passing scores is derived. (Author/JKS)

The problem of establishing appropriate passing scores is one of evaluation rather than estimation and not amenable to exact solution. It must therefore be approached by (1) identifying criteria for judging the acceptability of the passing score, (2) collecting the data appropriate to assessing each relevant criterion, and (3) judging how well the…

The utility of setting standards for educational decisions, even though those standards may be somewhat arbitrary, is defended in this response to Glass's article (TM 504 031). (JKS)

False-positive and false-negative decisions are the two possible errors committed with a mastery test; yet the estimation of the likelihood of committing these errors has not been investigated. Two methods of this type of estimation are presented and discussed. (Author/JKS)

The use of cut-off scores with criterion referenced tests is defended in this response to two papers by Gene Glass and Nancy Burton. Suggestions for setting cut-off scores are made. (JKS)

A procedure is described for the determination of individual mastery scores when instructional units are sequenced in a linear hierarchy. It can be used when data for the entire sequence have been obtained. The process entails working backwards, from the final test to the first. (Author/JKS)

Addressing Glass' argument (EJ 198 842) that a lack of interrelater reliability is an inherent deficiency in the Nedelsky technique, poor rater training and the need for a group decision procedure are presented as standard setting problems. (CM)

Describes a procedure, called a full Bayesian procedure, for making decisions in connection with criterion-referenced measurements. The procedure uses continuous utility functions instead of a dichotomized utility structure and combines the posterior distribution for a certain person with utility functions for "advance" and "retain" decisions…