In the present paper and the discussion that follows, the author presents aspects of test construction and a careful description of instructional objectives. Constructing tests involves several stages such as describing language objectives, selecting appropriate test task, devising and assembling test tasks, and devising a scoring system for…

Examines four factors involved in the determination of how many test items should be constructed or sampled for a set of objectives: (1) the type of decision to be made with results, (2) importance of objectives, (3) number of objectives, and (4) practical constraints. Specific guidelines that teachers and evaluators can use and an illustrative…

As alternatives to the objectives-based approach to specifying content domains for test construction purposes, six strategies are proposed: (1) amplified objectives; (2) Instructional Objectives Exchange (IOX) test specifications; (3) item transformations; (4) item forms; (5) algorithms; and (6) mapping sentences. Their effectiveness is assessed…

To assist instructors in implementing Missouri's Vocational Instructional Management System into the Food Production, Management, and Services Programs, this guide sets forth the competencies identified and validated by occupational food service instructors and personnel from the food service industry. A minimum of two performance objectives per…

Because criterion referenced measurement is a relatively new approach to testing, systematic guidelines for constructing criterion referenced tests (CRTs) have not yet been developed. A number of questions and issues face the test developer who wishes to provide a test that will be helpful in a particular decision-making situation. There are three…

Discusses the criteria for an effective diagnotic assessment system. Describes efforts to produce a systematic, flexible assessment system for Foundation-level science. Presents a model for science practical skills, a categorized list of practical skills objectives, and some practical test items. Discusses the relationship between criteria and…

A question and answer dialogue is presented that addresses some of the common barriers encountered by writers of criterion-referenced tests. The guidelines deal with performance objectives, intended outcomes, test items for higher levels of learning, compiling test items, managing item construction, and limitations of the criterion test. (JMD)

This test item bank on welding contains test questions based upon competencies found in the Missouri Welding Competency Profile. Some test items are keyed for multiple competencies. These criterion-referenced test items are designed to work with the Vocational Instructional Management System. Questions have been statistically sampled and validated…

The French as a Second Language model test (intermediate level) was designed as a criterion-referenced test using established criteria to measure attainment of learner expectations outlined in the Alberta (Canada) second language curriculum. It is intended for use at the junior and senior high school levels. Each test is based on an organizing…

This test item bank on graphic arts contains test questions based upon competencies found in the Missouri Offset Lithography Competency Profile. Some test items are keyed for multiple competencies. These criterion-referenced test items are designed to work with the Vocational Instructional Management System. The tests cover the following 15…

Four factors essential to determining how many items should be constructed or sampled for a set of objectives are examined: (1) importance and type of decisions to be made with the results; (2) importance and emphases assigned to the instructional and behavioral objectives; (3) number of objectives; (4) practical constraints, such as item writing…

Problems in constructing criterion referenced tests related to inadequate technical criteria, and guidelines for their solution are discussed. The need to select a well-defined domain of behaviors is emphasized as the key to test construction and to understanding students' test performance. Considerations must also be given to the most effective…

The Texas Educational Assessment of Minimum Skills (TEAMS) test was administered to pupils in grade 1 for the first time, at state level, in April 1986. Students with certain disabilities and those with limited English proficiency were exempted from this testing cycle. This 84-item test measured 21 objectives: 8 for mathematics, 9 for reading, and…

To assist instructors in implementing Missouri's Vocational Instructional Management System into the Consumer Education semester course, this guide sets forth the competencies that were derived from the duties and tasks of the Missouri homemaker and identified and validated by home economics teachers and subject matter specialists. A minimum of…

This handbook provides assistance with developing evaluation instruments for inservice teacher education components in the Pasco County School District. Its purpose is to facilitate compliance with 1983 Florida legislation requiring the reporting of inservice teacher education attainment data based on measurable objectives. The handbook contains…