A comparison was made between scores and grades of college students taking a development and learning course, using either a modified mastery grading system (MMGS) or a modified norm-referenced grading system (MNRGS). Under the MMGS, students could take each unit exam up to three times to meet minimum or higher criteria levels. Under the MNRGS,…

Emrick's proposed method for determining a mastery level cut-off score is questioned. Emrick's method is shown to be useful only in limited situations. (JKS)

A mastery test is frequently described as follows: an examinee responds to n dichotomously scored test items. Depending upon the examinee's observed (number correct) score, a mastery decision is made and the examinee is advanced to the next level of instruction. Otherwise, a nonmastery decision is made and the examinee is given remedial work. This…

The Bayesian approach to setting passing scores, as proposed by Swaminathan, Hambleton, and Algina, is compared with the empirical Bayes approach to the same problem that is derived from Huynh's decision-theoretic framework. Comparisons are based on simulated data which follow an approximate beta-binomial distribution and on real test results from…

The one parameter latent trait theory of Georg Rasch has two assumptions: that student abilities can be measured on an equal interval scale, and that the success of a student with a given item is a function of student achievement and item difficulty. The grade four Michigan Educational Assessment Program reading test was designed to measure…

The effects of corrective testing and how such feedback might affect high- and low-test-anxious students differently are indicated. Subjects were 286 college students in three classes--one using mastery testing and two using multiple choice tests. (Author/PN)

In mastery testing a linear relationship between an optimal passing score and test length is presented with a new optimization criterion. The usual indifference zone approach, a binomial error model, decision errors, and corrections for guessing are discussed. Related results in sequential testing and the latent class approach are included. (CM)

In most reliability studies, the precision of a reliability estimate varies inversely with the number of examinees (sample size). Thus, to achieve a given level of accuracy, some minimum sample size is required. An approximation for this minimum size may be made if some reasonable assumptions regarding the mean and standard deviation of the test…

Problems which arise when criterion referenced test results are used to evaluate the effects of an elementary school reading program are discussed. Topics include: alternative methods of analyzing test results, sensitivity of the instrument to program outcomes, and comparison of criterion referenced and norm referenced achievement test data.…

A follow-up study of two instruments for evaluating college writing was conducted. The experimental scale (E Scale) was developed in 1976 and revised for this study. The control scale (C Scale) was described in the literature in 1977. Ten English majors graded ten essays from diagnostic entrance exams. Both the E Scale and the C Scale were used,…

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…

A procedure is demonstrated for constructing tables showing, for each score on a commercial reading achievement test, the percentage of real-world materials that the testee is likely to comprehend with at least a criterion level of proficiency, the percentages of students in a local or national sample who can competently comprehend a given…