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)

This overview of the Alaska system for test development, scoring, and reporting explored differences and similarities between norm-referenced and standards-based tests. The current Alaska testing program is based on legislation passed in 1997 and 1998, and is designed to meet the requirements of the federal No Child Left Behind Legislation. In…

Multiple measures may mean multiple opportunities to show achievement or the use of multiple assessment formats. A third meaning is the use of assessments from different sources, such as augmenting an external, usually commercial assessment with a state's own assessment. The first two meanings of multiple assessments have been explored…

This document provides guidelines relative to the appropriate administration of and preparation for the State Standardized Testing and Reporting (STAR) Program norm-referenced tests in the San Diego City Schools. The STAR tests are norm-referenced tests, and this document is intended to assure that standardized conditions in testing mirror the…

The usefulness of the Woodcock-Johnson Psycho-Educational Battery (W-J) to assess learning disabled (LD) children was assessed. The W-J factor clusters could not be replicated with this LD sample, and little evidence was found of the validity of either the cognitive factor clusters or the aptitude factor clusters. (Author/SEW)

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…

Discusses the proper interpretation of the three scores commonly reported from norm-referenced standardized reading tests: grade equivalency, percentile, and stanine scores. (FL)

Provides normative locus of control data for male alcoholics undergoing treatment. Results indicated that a score six or below defined the internally controlled alcoholic, seven or above, the externally controlled alcoholic. The distribution of locus of control scores did not differ significantly from a normal distribution. (Author/BEF)

Presents a rationale for the use of local norms and a procedure, illustrated with an example, for updating a norm group's test score mean and variance. Local norms can be more recent, relevant, and representative for local groups. (Author)

The author collected the views of 124 classroom teachers in Northwest England on national achievement testing, such as proposed by the APU, and its potential impact on classroom practice and faculty development. The majority opposed national testing, particularly norm-referenced testing, expressing concern about use of scores in teacher…

Discussed are five aspects of testing the oral language production of young native speakers of English, the validity of such testing, the relationship of tests to everyday speech activities, and the irrelevance of models drawn from foreign language testing. (Author/KC)

Investigated two variance estimation procedures on a normed test treated as a criterion-referenced test. The first estimation procedure estimated the standard deviation systematically higher, whereas the second procedure's estimation was systematically lower than the actual standard deviation. (Author/RC)

Questions are raised regarding the validity of norm-referenced tests and mass testing as accurate methods for evaluating student educational needs. (LH)

Reviews briefly the development of testing since World War II. Presents the criteria for informal and standardized tests, and explains the difference between norm-oriented and criterion-oriented tests. Considers technical aspects of testing, but stresses the importance of pedagogical aspects. (IFS/WGA)

The article outlines (in question and answer form) a procedure for estimating the treatment validity of a special education test and used two tests as examples. (PHR)