The paper presents 12 steps in developing and validating criterion referenced tests (CRTs). The author emphasizes the need to closely examine the test's stated purpose and trace the test through the 12 steps in order to find CRTs that are useful rather than useless. Examples are given for each step: preparing or selecting objectives; developing…

To address the issues associated with testing standards, sets of context-setting variables and technical matters associated with standard-setting are presented to assist groups or committees desiring to set standards in a systematic way. (Author/CM)

Describes development of a test using slides and corresponding multiple-choice questions for second-year occupational therapy students in child studies course. Reasons for choosing the test format are discussed and an outline of test construction procedures is given. An evaluation of the test indicates problems encountered and benefits gained.…

Discusses problems in using multiple-choice items on criterion-referenced tests, offering alternative methods to determine if objectives have been met. These include batteries of true-false items, structural communication grids, concept linkages, and a scoring system which takes partial knowledge into consideration. (JN)

Describes the purpose, construction, use, maintenance, and improvement of a basic physics examination file by the U.S. Air Force Academy. Includes nine sample objectives, two multiple-choice items, and an example of computer item analysis. (SK)

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 guide is designed to help parents gain a better understanding of testing and its role in the education of their children. It answers the following questions: (1) What are standardized tests? (2) What do standardized test scores tell me about my child? (3) How are standardized test scores used? (4) What are the limitations of standardized…

Those anonymous individuals who develop high-stakes tests by which educational quality is measured exercise great influence in defining educational quality. In this article, the author examines the impact of high-stakes testing on the welfare of the children and the quality of social studies instruction. He presents the benefits and drawbacks of…

This booklet is designed to help parents gain a better understanding of testing and its role in the education of their children. Answers to questions concerning the different types of tests given in schools, differences among these tests, how test results are used, what test scores mean and how the scores affect students are provided. Several…

The first four chapters of this report primarily provide an extensive, critical review of the literature with regard to selected aspects of the criterion-referenced and mastery testing fields. Major topics treated include: (a) definitions, distinctions, and background, (b) the relevance of classical test theory, (c) validity and procedures for…

Describes design of an item bank for use with lower ability mathematics students in Scottish secondary schools. Aspects of bank usage discussed include raw score translation to measures on validated scales, test design for various purposes, and ways of recording and analyzing results. Test examples with corresponding outputs are given. (Author/MBR)

Translation testing methodology has been criticized for its subjective character. No real strides have so far been made in developing an objective translation test. In this paper, certain detailed procedures including various phases of pretesting have been performed to achieve objectivity and scorability in translation testing methodology. In…

The historical background of mastery learning is discussed and related to the use of the traditional normal curve and to the nature of curves which express more adequately the mastery learning concept. It is suggested that the mastery model calls for strategies that: inform students about course expectations; set standards of mastery in advance;…

Literature on race and age differences in college remedial and developmental studies students is surveyed, based on the current literature, including an ERIC search from 1980 to 1988, pertinent professional textbooks, and information provided by publishers. Separate sections on race and age differences are provided, and each section concludes with…

This instructional training package introduces practitioners to methods for developing, validating, using, and reporting criterion-referenced tests. It provides a comprehensive presentation of criterion-referenced testing technology. The package emphasizes the most recent substantive and technological advances in the field that are both important…