We used meta-analysis to examine the criterion validity of four scoring procedures used in curriculum-based measurement of written language. A total of 22 articles representing 21 studies (N = 21) met the inclusion criteria. Results indicated that two scoring procedures, correct word sequences and correct minus incorrect sequences, have acceptable…

This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers' capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need…

This paper describes how a state education system in Australia introduced standards-referenced assessments into its large-scale, high-stakes, curriculum-based examinations in a way that enables comparison of performance across time even though the examinations are different each year. It describes the multi-stage modified Angoff standard-setting…

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…

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,…

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)

The problem of standard setting on language proficiency tests is often approached by the use of norms derived from the group being tested, a process commonly known as "grading on the curve." One particular problem with this ad hoc method of standard setting is that it will usually result in a fluctuating standard dependent on the particular group…

The norm-referenced score scale used by the National Foundation for Educational Research (NFER) is described. The usefulness of standardized scores is explained by a simple numerical example, and the formulas and computations are shown for calculating a mean, a standard deviation, and a deviation or z score. The need for a representative sample is…

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.…

While most school districts believe they understand grade equivalent scores, teachers, parents, and measurement specialists frequently misinterpret this apparently simple statistical expression. Echternacht's article describes the construction, application, and interpretation of grade equivalent scores from the test publisher's perspective.…

This handbook, in two parts, constitutes a manual prepared by the American Federation of Teachers, for improving teachers' use of standardized tests. Part I outlines basic concepts and issues surrounding standardized testing for teachers, parents and school administrators. The terms norm-referenced tests, criterion referenced tests, minimum…

The objective of this study was to show that standardized reading scores could be adequately estimated from scores on a criterion-referenced test in reading. This would reduce classroom test time, while, at the same time, provide the kinds of information teachers need to guide instruction, and the kinds of information administrators require for…

Normal curve equivalent achievement gains estimates were compared with RMC Title I evaluation Models A1 and B1. The comparison focused upon the amount of bias introduced by Model A1 when its underlying assumptions were violated. The model assumes, first, that the local school population is accurately represented by the national norm group; and…

The Elementary and Secondary Education Act Title I Evaluation and Reporting System is a method for giving a federally funded project in reading or math an overall score on its cognitive effectiveness. This System introduced the Normal Curve Equivalent (NCE) as an aid in aggregating Title I program scores across states and nationwide regardless of…

Project Information Packages (PIPs) are informative kits that describe remedial educational programs and contain instructions for installing the projects in a new site. Six such PIPs were evaluated using a norm-referenced procedure applied to standardized test scores. Pretest scores were compared to posttest scores which were calculated according…