Unless the characteristics of the units accompanying measurements are known, little legitimate evaluation can occur. Educators cannot assume their measurements are valid bases for evaluative statements unless higher level techniques (such as interval and ratio scales) have been employed. Misinterpretation arises from assuming that measurements…

Essay tests are easily constructed, relatively valid assessments of higher cognitive processes but are harder to score reliably. Teachers using essay tests are advised to follow clearly designed objectives, construct all-inclusive, pilot-tested questions, develop a checklist of specific scoring points and a model answer for each question, and use…

Outlines some practical procedures for assessing test quality. Tests are relevant when learning outcomes have been correctly defined, when test content is aligned with instructional objectives, and when test and instructional formats are similar. Reliable tests follow administration, scoring, and interpretation procedures and consider difficulty…

Classroom measurement devices, when tailored to fit a teacher's particular instructional objectives, are essential for optimal teaching and learning. Teachers use test data to assess students' progress but often fail to analyze tests for validity. This article shows how locally and correctly developed assessment tools may serve a variety of…

Examines the differences between norm-referenced tests (standardized assessments of intelligence, aptitude, achievement, and personality) and criterion-referenced tests. Until school districts improve their potential to develop meaningful criterion-referenced tests, norm-referenced tests will be the major yardstick for measuring student…