This paper presents an algorithm for determining the number of items to measure each objective in a criterion-referenced test when testing time is fixed and when the objectives vary in their levels of importance, reliability, and validity. Results of four special applications of the algorithm are presented. (BS)

A new method was developed to assist in the selection of a test length by utilizing computer simulation procedures and item response theory. A demonstration of the method presents results which address the influences of item pool heterogeneity matched to the objectives of interest and the method of item selection. (Author/PN)

The adequacy of a test developed for statewide assessment of basic mathematics skills was investigated. The test, comprised of multiple-choice items reflecting a series of behavioral objectives, was compared with a more extensive criterion measure generated from the same objectives by the application of a strict item sampling model. In many…

Two approaches to criterion-referenced test construction are compared. Classical test theory is based on the practice of random sampling from a well-defined domain of test items; latent trait theory suggests that the difficulty of the items should be matched to the achievement level of the student. In addition to these two methods of test…

When criterion-referenced tests are used to assign examinees to states reflecting their performance level on a test, the better known methods for determining test length, which consider relationships among domain scores and errors of measurement, have their limitations. The purpose of this paper is to present a computer system named TESTLEN, which…

The purpose of the investigation was to obtain some relationships among (1) test lengths, (2) shape of domain-score distributions, (3) advancement scores, and (4) several criterion-referenced test score reliability and validity indices. The study was conducted using computer simulation methods. The values of variables under study were set to be…

Reviewing psychometric and statistical developments in criterion- referenced testing, this paper presents six sections: uses of criterion- referenced test scores, reliability of criterion-referenced test scores, determination of test length, determination of cut-off scores, test development and validation, and summary and suggestions for further…

The problem of determining optimal test lengths with fixed total testing time has proved to be a difficult one for criterion-referenced test developers. An algorithm is needed which can be used by test developers to allocate available testing time to maximize the validity of their total criterion-referenced tests or testing programs. To be…

Conventional mastery tests designed to make optimal mastery classifications were compared with fixed-length and variable-length adaptive mastery tests. Comparisons between the testing procedures were made across five content areas in an introductory biology course from tests administered to volunteers. The criterion was the student's standing in…

Four main approaches to customized testing are described, and their resulting scores' valid uses and interpretations are discussed. Customized testing can yield valid normative and curriculum-specific information, although cautious application is needed to avoid misleading inferences about student achievement. (SLD)