After establishing a theoretical depiction of the domain of literature learning, a study developed test packages which examined: (1) the relationship among multiple choice, short open-ended, and long open-ended responses; (2) whether there would be differences according to the genres; (3) the relationship between literary and non-literary texts,…

A central problem for the user of domain-referenced tests in instruction is deciding who has passed and who has failed. Two procedures were presented and discussed. The first, employing classical test theory, was found to be more useful for larger domains and where the passing standard is 70 percent or less. The sampling procedure suggested by…

A sample of 260 colleges was surveyed during the years 1972-1976 to determine the validity of predicting college freshmen grades from standardized test scores and high school grades using the American College Testing (ACT) Assessment Program, an evaluative and placement service for students and educators involved in the transition from high school…