Standards for evaluating criterion-referenced tests are presented. Twenty-one standards, grouped in three categories, are discussed. Category one is defined as measurement properties and is comprised of conceptual validity, including description of the domain, test item agreement with objectives, and item representativeness of the objectives; and…

The success of objectives-based programs depends to a considerable extent on how effectively students and teachers assess mastery of objectives and make decisions for future instruction. While educators disagree on the usefulness of criterion-referenced tests the position taken in this monograph is that criterion-referenced tests are useful, and…

A comparison is drawn between norm-referenced (or competitive) and criterion-referenced testing procedures as used for the purpose of assessing and grading knowledge gained from teaching. It is argued that competitive or norm-referenced grading practices are sadistic, unethical, statistically unsound, and irrelevant to course objectives.…