Discusses the usefulness of criterion-referenced tests and norm-referenced tests in gathering data appropriate for decision-making in relation to the basic characteristics of the two types of test, the purposes for which the test information is used, and the kind of information needed for decision-making. (BR)

A test of skill in reading electrocardiographs (ECGs) was developed as a physician competence (PC) test. The criterion-referenced test ranked 1,825 persons taking the 1983 Certifying Examination in Cardiovascular Diseases (CECD) as expected on the basis of prior education and examination scores on the CECD. The ECG test modestly correlated with…

Discusses the relationship of selected school environment factors to the implementation of an innovative benchmark testing program. Reviews the research and investigates the relationships of principals' and teachers' stages of concern about benchmark testing and the involvement level, knowledge, staff development activities, and grade levels…

A criterion-referenced test indicates whether a learner has achieved specified performance skills. It does not compare a learner's performance to that of others. Criterion-referenced testing is described in terms of integration into the curriculum, decisions regarding eligibility for adapted physical education, student progress decisions, and…

The relationship between instruction and a test is defined as a parallel content-valid relation. This article describes the PLANA procedure, which approaches the problem of content validity by applying constructional rules for producing or judging the content validity relationship between the instructional objective and the items. (BW)

Stresses that defective teaching procedures must be recognized, isolated, and eradicated and suggests several ways teachers can evaluate their teaching. (TO)

These results suggest that knowledge of a criterion group may not consistently alter the test performance of persons from minority groups. (Author)

In this paper consideration is given to the nature of the relationships among items within item forms and how these relationships compare with an ideal case for diagnostic tests in which if a person gets one item within an item form right then he would get all items within the item form correct. (Authors)

Through use of criterion referenced tests, the number of students falling below the expected level of competency could be determined and funds allocated to bring students of all income levels up to this level. Thus reliance on the assumption that only low-income children have real educational problems could be eliminated. (Author/JN)

Includes sample evaluation forms. (SP)

Author replies to article TM 500 559. (MB)

Setting a cutting score is a key problem in criterion-referenced measurement which is discussed within a decision theoretic approach when just one student is considered. A minimum information solution is given and compared with approaches when there is information about a group of students. Formulas illustrate the discussion. (CM)

Rajaratnam, Cronbach and Gleser's generalizability formula for stratified-parallel tests and Raju's coefficient beta are generalized to estimate the reliability of a composite of criterion-referenced tests, where the parts have different cutting scores. (Author/GK)

A review of alternative methodologies and a conceptual framework for the study of reliability of criterion-referenced tests are presented. The possibility of aptitude-x-assessment interactions is considered and implications are discussed. (Author)

The rationale for use of instructional sensitivity in the empirical review of test items is examined, and the results of a study that distinguishes instructional sensitivity from other item concepts are presented. Research is reviewed which indicates the existence of instructional sensitivity as a unique criterion-referenced test item concept. (RL)