A general coefficient for tests, delta, is derived from a decision theoretic point of view. The situations are considered in which a true score is estimated by a function of the observed score, observed scores are split into more than two categories, and observed scores are split into only two categories. (Author/CTM)

A computer simulation study was conducted to investigate Subkoviak's index of reliability for criterion-referenced tests, called the coefficient of agreement. Results indicate that the index can be adequately estimated. (JKS)

Four different methods for estimating the proportions of testees properly classified as having mastered or not mastered test content are examined, using data from the Scholastic Aptitude Test. All four methods prove reasonably accurate and all show some bias under certain conditions. (JKS)

Criterion referenced testing and methods of setting standards are presented as politically motivated rather than supporting any technological advance in education. (RAO)

Guides school administrators through a process to institute a workable criterion-referenced instructional system. (Author/MLF)

Descriptions are presented of two related probabilistic models that can be used for making classification decisions with respect to mastery of specific concepts or skills. Determination of cutoff scores, minimal number of items necessary, and the assessment of the quality of tests provided by the model are discussed. (Author/JKS)

Derives formulas for the validity of predictor-criterion tests that hold for all test scores constructed according to the expected-value concept of true score. These more general formulas disclose some paradoxical properties of test validity under conditions where errors are correlated and have some implications for practical testing situations…

Criterion-referenced performance tests (CRPT) provide a realistic method for objectively measuring task proficiency against predetermined attainment standards. This article explains the procedures of constructing, validating, and scoring CRPTs and includes a checklist for a welding test. (JOW)

Certain states and local districts are setting up performance criteria a student must meet before he can graduate from high school. (IRT)

A history teacher suggests ways to approach the development of a set of working behavioral objectives in both the cognitive and affective domain. (KM)

Author attempted to call attention to some serious problems with respect to the general goals of education, and to suggest that these problems are left untouched by most of the newer developments in the specification of educational objectives. (Author/RK)

Like any component in a system, the use of criterion-referenced tests is a function of a larger context, of the contingencies in the system to which it belongs. Accordingly, the usefulness of criterion-referenced tests is determined by the consequences of the feedback from such tests. (Author)

Article gives a comparative analysis of criterion-referenced tests and normative-based tests. (GB)

Author discusses the implications that criterion-referenced tests have for the teacher and for testing programs in the schools. (Author/CB)

Discusses the use of the SAT score for placement into college-level developmental skills programs and the appropriateness of using this type of norm referenced testing in placing students. Criterion referenced tests are suggested for assessing specific student skills necessary for college work. (RAO)