The logic, i.e. the purposes, assumptions and implications of using performance objectives in evaluating schools is reviewed. The distinctions are recognized between standards for individuals and standards for groups as well as the distinction between normative and criterion-referenced standards. It is not appropriate to set standards for types of…

The educational implications of criterion-referenced tests are demonstrated. It is the hypothesis of the author that criterion-referenced tests have little educational impact unless carefully constructed around rigorous domain specifications. The paper details the process and problems of construction of a series of history tests presently being…

These four characteristics inherent in criterion-referenced tests form the central theme of this paper: (1) The classes of behaviors that define different achievement levels are specified as clearly as possible before the test is constructed; (2) Each behavior class is defined by a set of test situations (that is, test tasks) in which the…

This document describes the development and application of a model for generating a core reading vocabulary screening test based on rank frequency distributions derived from a quarter of a million word corpus of 500 word samples embracing commerce, English, home economics, industrial education, mathematics, science, and social studies. The word…

Compared are the application of direct (criterion referenced) and inferential (norm referenced) measurement to the educational diagnosis and remediation of children with learning disabilities. The task analysis approach is seen to require direct measurements for which standard reliability, validity, and item analysis evaluation procedures are…

One of the major steps in the project entitled "A Structure of Concept Attainment Abilities" is to identify reference tests for cognitive abilities. A part of this task involved the construction of some of these types of tests for use with fourth and fifth grade students. This paper presents 35 tests that were constructed or adapted for inclusion…

Many problems in the areas of test interpretation and educational assessment are causing difficulties for educators. On one hand the public and legislators are requesting more state testing programs and assessment programs, while on the other, educators realize the problems concerning testing and test interpretation. Difficulties arise when tests…

The current status of state testing programs is assessed drawing primarily on information provided by the Educational Testing Service publication, "State Testing Programs, 1973 Revision." Increases in state operated programs are indicated and are probably due to an increase in federal money for testing purposes. Because of possible…

Creativity has been conceptualized as either cognitive or affective, and an analysis of research has indicated that these two approaches are incompatible. In this study, a rapprochement was attempted between two theoretical approaches using procedures recommended by Cronbach and Meehl (1955). First, a construct of creativity was formulated, then…

In choosing between criterion-referenced and norm-referenced measurement strategy we should consider the nature of the decisions to be based on the resulting scores. If the decision involves selecting some fixed quota from the high (or low) end of an available competence continuum, then norm-referenced measurement is indicated. If, however, the…

A review of the literature on training evaluation is presented. An attempt is made to establish a perspective of the current status of evaluating training programs that occur in the industrial, military, educational, and governmental systems. Emphasis is placed on the traditional problem of criterion measurement and a suggested model is introduced…

The definitions of norm-reference" and "criterion-referenced" tests and the applications of them are discussed. A norm-referenced test is one that yields scores which are interpreted through the use of norms. Applications of these include survey achievement tests, college selection tests, aptitude batteries, and armed services classification…

It has been argued that item variance and test variance are not necessary characteristics for criterion-referenced tests, although they are necessary for norm-referenced tests. This position is in error because it considers sample statistics as the criteria for evaluating items and tests. Within a particular sample, an item or test may have no…

A good criterion-referenced test item is defined as the one which allows the individual to answer correctly if he masters the criterion behavior represented by the item and answer incorrectly if he actually does not master it. Therefore, a good discriminating item for criterion-referenced tests is the one which has a larger proportion of correct…

The Montgomery County Public Schools system in Maryland has initiated a demonstration project which will administer the released writing exercises from the National Assessment of Educational Progress to a random sample of students aged 13 and 17. This project will be unique in terms of the application of NAEP exercises in a local school district.…