The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive academic achievement test (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individual achievement test normed for individuals of ages 4 through 25 years, or for those in…

This article reviews the "Developmental Reading Assessment--Second Edition" (DRA2), a teacher-administered assessment that identifies students' instructional level, along with their strengths and weaknesses in reading. Once teachers calculate and interpret scores, the data can purportedly be used to inform, and possibly individualize,…

Some fundamental concepts of criterion referenced test (CRT) reliability are highlighted. Emphasis is given to the procedures for determining reliability of scores for individual pupils because this is an area requiring increased awareness by classroom teachers and practitioners. Reliability issues encountered in the evaluation of instructional…

Research Findings: We examined the reliability and validity of the language, literacy, and mathematics domains of "Work Sampling for Head Start" (WSHS), an observational assessment designed for 3- and 4-year-olds. Participants included 112 children who were enrolled over a two-year period in Head Start and a number of other programs…

Suggests that there are major issues involved in using criterion-referenced reading tests that are unclear or unresolved, including their place in the system of teaching reading, their validity, their reliability, and how cut-off scores are set and evaluated. (TJ)

Describes a technique for measuring reliability (the consistency of decision making across repeated test administrations) and validity (the accuracy of decision making between administration of a reading test and administration of a criterion measure) and gives an example of its use. (JM)

The fundamental Reading Competencies Test assesses proficiency with respect to well-defined functional reading skills of high school students. Validity and reliability data for the test are presented. (Author/JKS)

Intended to help educators select diagnostic and criterion referenced reading tests for their specific purposes, this book contains reviews of nine individual and three group tests. The reviewed tests were selected for their "importance" from a list of 34 and were reviewed by experts according to their descriptions of content, test development,…

This study examined the test-retest reliability and criterion validity of basal mastery tests of three commercial reading series. Results indicated that reliability and validity of the test varied among and within instruments. Implications for developing and using basal mastery tests are discussed. (Author/MT)

A behavioral domain is well-defined when it is clear to both test developers and test users which categories of performance should or should not be considered for potential test items. Only those tests that are keyed to well-defined domains meet the definition of criterion-referenced tests. The greatest proliferation of criterion-referenced tests…

Discusses the strengths and weaknesses of Reading Yardsticks, a criterion referenced test. Concludes that there are significant problems associated with its effective use. (FL)

This article presents views of proponents and opponents to standardized tests, isolates the major weakness of testing--questionable validity--and offers several recommendations for the betterment of test development and use. Some major misuses of tests include the following: (a) tests are at times administered with no clear purpose; (b) test…

This study was designed to develop and standardize parallel forms of a criterion-referenced test for measuring the proficiency of undergraduate college students in the application of syllabication skills. Twenty-seven classes in 14 colleges and universities participated in the final standardization of the tests. Analysis of results indicated that…

Using norm-referenced reading achievement tests as both "criterion referenced" (through repeated administration of the same form at successively higher grade levels) and as norm-referenced (in the usual manner) helps to differentiate individual changes in learning how to read as well as individual differences in gaining information from textual…

The purposes of this study were to examine the reliability and validity of a basal reading series mastery test, and to explore the appropriateness and usefulness of two strategies for investigating the reliability and validity of criterion-referenced tests. Subjects were 47 sixth graders, who were tested on the SRA Reading Achievement Test, the…