Scores are the most visible and widely used products of a testing program. The choice of score scale has implications for test specifications, equating, and test reliability and validity, as well as for test interpretation. At the same time, the score scale should be viewed as infrastructure likely to require repair at some point. In this report…

Procedures for establishing standards and determining the number of items needed in criterion referenced measures were reviewed. Discussion of setting a passing score was organized around: performance of others, item content, educational consequences, psychological and financial costs, and error due to guessing and item sampling. (Author)

This module describes a method for weighting various measures of student achievement, such as examinations and home assignments, in order to combine these measures into a final grade. Standard deviation methods receive extensive attention. (TJH)

In this paper, an attempt has been made to synthesize some of the current thinking in the area of criterion-referenced testing as well as to provide the beginning of an integration of theory and method for such testing. Since criterion-referenced testing is viewed from a decision-theoretic point of view, approaches to reliability and validity…

The first four chapters of this report primarily provide an extensive, critical review of the literature with regard to selected aspects of the criterion-referenced and mastery testing fields. Major topics treated include: (a) definitions, distinctions, and background, (b) the relevance of classical test theory, (c) validity and procedures for…

The admissable probability measurement (APM) format was used to score a criterion referenced language arts test administered in an inner city junior high school. Its 30 items covered capitalization, punctuation, parts of speech, and sentence analysis. With APM, students indicate their confidence in their answer choice, and guessing is heavily…