This reply to William A. Mehrens argues that although some psychometricians are reluctant to endorse the use of test data for educational decision making, it is desirable that measurement specialists provide decision makers with practical, understandable ways to use test data. (JAZ)

Policy-making problems being faced in Louisiana regarding the testing of handicapped students within a state mandated minimum competency testing program are dealt with. The decision-making process is complicated by the fact that two groups (staff administering the test and staff administering programs for the handicapped) with differing…

Political and educational consequences of standard setting for criterion-referenced tests are discussed. Suggestions for setting standards are given. (JKS)

This article discusses some of the technical aspects of competency testing with attention to the psychometric and decision theory aspects, specifically, instrument validity, the establishment of cutting scores, and the cost-benefit analysis of program decisions. (Author/SJL)

A detailed analysis of standard setting and criteria for test scores and educational decisions is presented. The author contends that present procedures are in need of re-examination. (JKS)

The Presidential Address at the 1986 National Council on Measurement in Education Annual Meeting argues that measurement specialists have tended to set unrealistic aspirations for the role tests play. The conjunctive decision making model is discussed and the use of data in the conjunctive and compensatory decision making models is examined. (JAZ)

This reply to William A. Mehrens argues that test validity is the central issue in discussing the appropriate role of tests. It states that the procedures used to establish the validity of tests are inadequate because they depend primarily on content validity and not on construct and criterion validity. (JAZ)

Educational researchers must rely on their informed judgments and assume responsibility in setting minimum competency standards to meet the public demand for quality education. There are both advantages and disadvantages of implementing, as well as not implementing, a minimum competency program. (MH)

Guidelines for setting performance standards for minimum competency testing are suggested. Because qualitative judgments are involved, certain options should be considered, such as periodic reviews and necessary revisions of standards; use of experience-based rather than arbitrary standards; and thorough consideration of standards, even if the…

The requirement that home schooled students score at or above the 40th percentile on a nationally standardized test runs counter to several widely accepted principles of measurement. A single score should not be used alone in decision making, and there is no evidence that this is a valid use of the test. In addition, the 40th percentile is not an…