The rise of criterion-referenced measurement from 1970 to 1984 was an important period in test development. Since 1984 there has been less research published on criterion-referenced measurement, but there is ample evidence that the concept remains important, especially in the authentic measurement and performance assessment movements. (SLD)

A performance-standard setting procedure termed judgmental policy capturing (JPC) and its application are described. A study involving 12 panelists demonstrated the feasibility of the JPC method for setting performance standards for classroom teachers seeking certification from the National Board for Professional Teaching Standards. (SLD)

The three standard-setting approaches described in this special issue are summarized and contrasted: (1) judgmental policy capturing; (2) the extended Angoff method; and (3) the dominant profile method. An integrative summary of findings is followed by recommendations for modifying the methods. (SLD)

Relationships among self-efficacy, self-esteem, personal goals, and performance over multiple performance trials were examined for 215 college students. Self-efficacy was significantly predictive of personal goals and performance, but self-esteem was not. Results indicate that the more task-specific the measure, the better the prediction. (SLD)

Discusses the place of authentic assessment in science education and presents one strategy, the Views on Science Technology and Society instrument, for helping teachers understand the extent to which students have achieved the complex learning that modern curricula demand. (11 references) (MKR)

There is renewed emphasis on student assessment in adult literacy. Popular methods are instructor-made tests and performance assessment through observation, portfolios, writing samples, audio- and videotapes, and collaborative projects. (SK)

The Cherry Creek (Colorado) Schools opted for the research assessment as being much more indepth than report writing, which calls up plagiaristic tendencies in many elementary school children. Assessment tasks must be engaging and encourage students to evaluate themselves against predefined standards. Administrators must help teachers develop a…

An integrative and critical review is provided of the guidance available for conducting validity inquiry in the context of performance assessment. Reviewed studies focus on philosophical underpinnings and practical guidelines for conducting validity inquiry. Sections describe the emerging consensus on validity inquiry, components of validity…

Presents an interim vision of a performance assessment model for middle schools that is built on a culture of high expectations, internal accountability, and rites of passage expressed in student portfolios. Despite problems with portfolio work, all students and teachers must have ongoing experience with demanding tasks and high standards. Test…

Terms such as "authentic,""performance-based," and "portfolio" are being used to label assessment approaches that purport to examine student performance as it relates to curricular goals and instructional techniques. This research digest reviews six articles on these assessment approaches, highlighting purposes,…

Discusses two ways candidates may earn the Child Development Associate (CDA) credential: the CDA Professional Preparation Program (CDA P3), a comprehensive, one-year, postsecondary training program; and Direct Assessment, the route most often followed by CDA applicants, which evaluates the overall competence of candidates based on applicants'…

Criteria to guide classroom assessment practice are determine the extent to which assessment practices are based on tasks and activities that are representative of instructional intention and translate into specific information collection, interpretation, evaluation, and reporting procedures; address the accuracy of the assessment; and consider…

A diagnostic assessment system--based on performance specifications of the American Association of School Administrators' National Executive Development Center concerning instructional leadership for superintendents and assistants--was field tested with over 250 executives and evaluated using 89 executives. Data support continued use of the 42…

A triad of conceptual, human relations, and technical domains is proposed as a basis for effective performance evaluation systems in education. Systems incorporating the relevant issues in this triad address a fundamental rule of performance evaluation: if it is worth doing, it is worth doing well. (SLD)

Presents logistic discriminant analysis as a means of detecting differential item functioning (DIF) in items that are polytomously scored. Provides examples of DIF detection using a 27-item mathematics test with 1,977 examinees. The proposed method is simpler and more practical than polytomous extensions of the logistic regression DIF procedure.…