This report represents the results of an investigation of the appropriateness of criterion-referenced tests (CRTS) for large-scale evaluations. First, the development and validation of CRTS, including the formulation and generation of CRT objectives, items, and score-interpretation schemes and dimensions of item and test quality, were examined to…

As part of the development of a functional literacy test for fourth through eighth grade children in Title I compensatory education programs, this report enumerates a set of criteria for selecting appropriate tests. The criteria are grouped into six categories: (1) test background; (2) psychometric quality; (3) examinee appropriateness; (4)…

The feasibility of using criterion referenced tests (CRTs) in a large-scale evaluation conducted in an effectiveness evaluation context was investigated. The study began by examining the theory that structures the development and validation of CRTs to discover whether, on theoretical grounds alone, CRTs are suitable or not suitable for large-scale…

Affective development is considered an important outcome of compensatory programs. This study examines interactions among program, cognitive, and affective variables over an extended time period. Affective dimensions considered for measurement include attitudes toward school, self-concept, achievement motivation, and internal-external control.…