The concept of criterion referenced testing is examined and compared with that of norm referenced testing in terms of statistical translation problems and the relative merits of both testing concepts. (JC)

The Nevada Criterion Referenced Tests (CRT) mandated by legislation are designed to provide a means of measuring student academic achievement and proficiency in the Nevada State Content and Performance Standards. This review guide is intended to be used by teachers and administrators as a tool to complement current efforts at preparing students…

Procedures for establishing standards and determining the number of items needed in criterion referenced measures were reviewed. Discussion of setting a passing score was organized around: performance of others, item content, educational consequences, psychological and financial costs, and error due to guessing and item sampling. (Author)

Data indicate that performance is better when feedback is provided after, rather than before, the response. (MB)

Summarizes item review in the development of criterion-referenced tests, including logical item review, which examines the match between instructional intent and the items; empirical item review, which examines response patterns; traditional item review; and instructional sensitivity of test items. Twenty-eight references are listed. (MBR)

This study compares the results obtained using the Angoff, borderline group, and contrasting groups methods of determining performance standards. Congruent results were obtained from the Angoff and contrasting groups methods for several test forms. Borderline group standards were not similar to standards obtained with other methods. (Author/PN)

The increasing relation between domain-referenced measurement and its implications in instruction are discussed with the argument that construction methods available do not guarantee content validity which needs more attention to be effective. Two domain-referenced testing procedures illustrate construction and validity problems. (CM)

As part of a broad exploratory research project, both norm-referenced and criterion-referenced measures were utilized as child outcome measures for a group of 49 intellectually handicapped children aged from 12 to 48 months who participated in eary intervention programs. Findings suggested that criterion-referenced measures are more sensitive to…

Health education researchers have occasionally used measuring tools inappropriately. Test validity and the use of criterion-referenced tests are discussed in view of this need to improve health education research. Also described are handbooks containing measuring devices for the use of health education researchers. (CJ)

Decision rules for assigning students to treatments based upon aptitudes or criterion scores are discussed. Popular procedures are criticized and a Bayesian approach is recommended. The effect of unreliability of aptitude or criterion scores is also discussed. (JKS)