The Dynamic Criterion-Referenced Vocational (DCRV) Assessment model is presented as a technique for measuring a handicapped learner's potential for modifying behaviors relevant to employability. The article describes the DCRV's purpose and provides an example of its application through task analysis, observation of student performance, and rate of…

This paper describes steps in the criterion-referenced measurement process. Specific strategies are offered for devising a decision-making process that does not destroy the wealth of information in the criterion referenced base and that does not require complicated mathematics or arduous analysis. (LMO)

A study was conducted to determine the technical agriculture knowledge level attained by Vocational Agriculture II students on a criterion-referenced test developed from Louisiana's Vocational Agriculture II basic curriculum; and determine if students' scores on the test differed according to selected variables: Future Farmers of America…

Spanish speaking first graders were administered the Artes de Lenguage (ADL)--a Spanish, criterion-referenced, language arts test. Reliability analyses indicated the adequacy of three of the four subscales (Phonetic Analysis, Vocabulary Development, Comprehension Skills, and General Skills). A principal factors analysis of the intercorrelation…

A procedure is suggested for test development and construct validation based on a theory about the criterion performance. The method is illustrated by describing a study concerned with the selection of medical school students, where the criterion is a measure of clinical problem-solving ability. (Author/LMO)

The presently viewed role and utility of measures of instructional sensitivity are summarized. A case is made that the rationale for the assessment of instructional sensitivity can be applied to all achievement tests and should not be restricted to criterion-referenced mastery tests. (Author/BW)

Test development procedures and six methods for determining cut-off scores are briefly described. An alternate method, appropriate when the test developer also determines the cut-off score, is suggested. Unlike other methods, the standard is set during the test development stage. Its computations are intelligible to nonstatistically-oriented…

Approaches proposed for educational diagnostic assessment are reviewed and identified as deficit assessment and error analysis. The development of diagnostic instruments may require a reexamination of existing psychometric models and development of alternative ones. The psychometric and content demands of diagnostic assessment all but require test…

On the basis of the characteristics of criterion-referenced tests, the contribution of German research to the development and application of criterion-referenced tests is discussed. (PN)

Suggests that the development of models and of claims about their generalizability in the absence of information about how evaluation occurs does little to advance the field of curriculum evaluation. Includes a description of the evaluation activities in the Israeli Curriculum Center. A bibliography is included. (Editor)

A discussion of using individual expectancy scores rather than comparative group scores in evaluating achievement gains. (HB)

Compares and contrasts norm-referenced and criterion-referenced concepts which exemplify the transition from relative to absolute standards of educational evaluation. (Author/RK)

The ideal item in the criterion-referenced testing situation is the item with a nonsignificant discrimination index and a high difficulty level; items that discriminate negatively are clearly unacceptable; and items that discriminate positively usually indicate a need for revision. (Author)

In this comment a recent attempt by Samuel A. Livingston to develop a theory of reliability for criterion-referenced measures is critiqued. For Livingston's rejoinder see TM 500 560. (Authors/MB)