Criterion-referenced assessment arguably results in greater reliability, validity and transparency than norm-referenced assessment. This article examines this assertion with reference to an example from a second year undergraduate law unit at the Queensland University of Technology, LWB236 Real Property A. When designing criterion-referenced…

An overview of the articles and definition of terms for the journal topic of domain reference testing. (HB)

Several intermediate performance objectives and corresponding criterion measures are presented for each of five terminal objectives for a 12- to 18-week course designed to provide students in grades 8 or 9 with opportunities to explore a broad range of clothing management, production, and service occupations. The course was designed to provide…

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…

A series of studies on conceptual and design problems in competency-based measurements are explained. The concept of validity within the context of criterion-referenced measurement is reviewed. The authors believe validation should be viewed as a process rather than an end product. It is the process of marshalling evidence to support…

The discussion on criterion-referenced (CRT) and norm-referenced achievement tests (NRT) is divided into two parts: definitions and use. The authors contrast CRTs, tests which compare an individual's performance to some specified behavioral criterion of proficiency, and NRTs, tests which compare an individual's score to scores of others. They also…

The purpose of this paper is to describe the design and construction of three objectives-based tests to assess preservice teachers' performance in an instructional skills course. The three tests covered: writing worthwhile objectives, designing effective instruction, and assessing student learning. All tests were analyzed for item difficulty, item…

Criterion-referenced testing is an important area in the theory and practice of educational measurement. This study demonstrated that even these tests must be closely examined for construct validity. The dimensionality of a dataset will be affected by the examinee's cognitive processes as well as by the nature of the content domain. The methods of…

Intended to assist those working in the field of occupational competency testing, this report summarizes major milestones in the history of competency measurement in vocational education and overviews the current state of the art. To provide an orientation to the environment that stimulated the current interest in occupational competency testing,…

As part of Project BICAR (Binford Individualized Curriculum and Analysis Research), the study determined the effects of sequentially based objectives and criterion referenced tests on academic performance of 42 second, fourth, and sixth graders (eight of whom tested 1 to 4 years below grade level). A review of the literature supported the premise…

Subkoviak suggested a technique for estimating both group reliability and the reliability associated with assigning a given individual to a mastery or non-mastery category based on a single test administration. Two assumptions underlie this model. First, it is assumed that had successive test administrations occurred, scores for each individual…

This booklet of tests is designed to accompany "Competencies for Articulation: Electronics"--CE 026 993. The written test questions suggest the knowledge level needed to accomplish the skills necessary to complete each competency. It is suggested that they may be used to assess the development of competencies or they may be used as…

Part of a series of competency-based test materials for grades six through ten, this set of nine test booklets for sixth graders contains multiple-choice questions designed to aid in the evaluation of the pupils' library skills. Accompanied by a separate, tenth booklet of illustrations which are to be used in conjunction with the questions, the…

Arguing that the term "competency based education" (CBE) has been erroneously applied to minimum competency programs, this booklet contends that the problems addressed by the minimum competency movement can be, but probably will not be, resolved by the implementation of true competency based education (CBE). The first section of the booklet…

THE AUTHOR DISCUSSES THE CONCEPTS OF INSTRUCTIONAL TECHNOLOGY AS THEY APPLY TO THE PROBLEM OF TEACHING ENGLISH AS A FOREIGN LANGUAGE. INSTRUCTIONAL TECHNOLOGY, AN OUTGROWTH OF PROGRAMMED INSTRUCTION, HAS GROWN TO HAVE A FAR GREATER BREADTH OF APPLICATION AND MAY REPRESENT AN EVEN MORE FUNDAMENTAL CHANGE OF INSTRUCTIONAL PHILOSOPHY THAN…