The basic goal of a reading mangement system (RMS) is to individualize instruction. While few reading specialists would disagree with this goal, there is much disagreement on the question of whether such a system creates more problems than it solves. Among the advantages of an RMS cited by its proponents are: it provides a means of assessing…

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)

Using a linear loss function, a procedure is described for computing a cutting score that minimizes the risk for a given decision rule. The procedure is demonstrated with a criterion-referenced achievement test of elementary statistics administered to 167 students. (Author/CTM)

This research studied the relation between mastery of the words "and" and "or" and performance on the conjunctive and disjunctive tasks. A definition test was used to measure level of mastery of the linguistic terms and a traditional logical test to measure logical task performance. Results are related with ability to solve logical tasks.…

The Libby-Novick class of three-parameter generalized beta distributions is shown to provide a rich class of prior distributions for the binomial model that removes some restrictions of the standard beta class. A numerical example indicates the desirability of using these wider classes of densities for binomial models. (Author/BW)

This study examined the test-retest reliability and criterion validity of basal mastery tests of three commercial reading series. Results indicated that reliability and validity of the test varied among and within instruments. Implications for developing and using basal mastery tests are discussed. (Author/MT)

The purpose of this paper is to formulate optimal sequential rules for mastery tests. The framework for this approach is derived from empirical Bayesian decision theory. Both a threshold and linear loss structure are considered. The binomial probability distribution is adopted as the psychometric model involved. Conditions sufficient for…

This paper focuses on a version of sequential mastery testing (i.e., classifying students as a master/nonmaster or continuing testing and administering another item or testlet) in which response behavior is modeled by a multidimensional item response theory (IRT) model. First, a general theoretical framework is outlined that is based on a…

The normative and mastery grading systems are characterized and some assumptions basic to each are contrasted under the headings of knowledge, teaching, and students. Teachers, it is suggested, can work to avoid destructive influences of the teacher-student-grading relationship by careful subject matter preparation, grading system selection, etc.…

This paper discusses how certain recent technical advances might be extended to examine proficiency tests which are conceptualized as representing a variety of skills with one or more items per skill. In contrast to previous analyses, errors in the item level are included. (Author/BW)

Single administration (beta-binomial) estimates for the raw agreement index p and the corrected-for-chance kappa index in mastery testing are compared with those based on two test administrations in terms of estimation bias and sampling variability. Bias is about 2.5 percent for p and 10 percent for kappa. (Author/RL)

A problem of considerable importance in certain educational settings is determining how many items to include on a mastery test. Applying ranking and selection procedures, a solution is given which includes as a special case all existing single-stage, non-Bayesian solutions based on a strong true-score model. (Author/JKS)

Methods are described for obtaining upper and lower bounds to both false-positive and false-negative decisions with a mastery test. These methods make no assumptions about the form of the true score distribution. (CTM)

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)

Describes a group-based mastery learning program emphasizing mandatory passing of an examination at the end of each unit. A student has four chances to earn a grade of 85 percent on each examination. Reports results for three semesters and includes evaluations from students and the instructor. Eight references are listed. (YP)