A collection is presented containing four papers dealing with the subject of criterion-referenced testing. This first paper deals with criterion-referenced tests utilizing norm-referenced test items. Aspects covered include a defense of norm-referenced and criterion referenced tests and a justification for the adaptation of norm-referenced test…

A reading priority program was established in Maryland with the following objectives for students: (1) following directions, (2) locating references, (3) personal development, (4) gaining information, and (5) using forms. A criterion-referenced testing program for evaluating the progress of students in reading is under development. Samples of test…

Fifty-three high school males took a minicourse on library usage. All were randomly assigned a topic and given response sheets requiring the use of dictionaries, encyclopedias, periodicals, and books. In a discussion session, all received instructional handouts. Students were assigned either to evaluating two peers' pretests (experimental) or…

Criterion-referenced measurement (CRM) has received increasing attention in regular education. However, it is in education for handicapped children that CRM's flexibility for individualization of both instruction and evaluation become even more fully realized. Research is described on one of the first CRM systems (Individual Achievement Monitoring…

New strategies for evaluation criterion referenced measures (CRM) are discussed. These strategies examine the following issues: (1) the use of normed referenced measures (NRM) as CRM and then estimating the reliability and validity of such measures in terms of variance from an arbitrarily specified criterion score, (2) estimation of the…

A distinction is made between reliability of measurement and reliability of classification; the "criterion-referenced reliability coefficient" describes the former. Application of this coefficient to the probability distribution of possible scores for a single student yields a meaningful way to describe the reliability of a single score. (Author)

The use of cut-off scores with criterion referenced tests is defended in this response to two papers by Gene Glass and Nancy Burton. Suggestions for setting cut-off scores are made. (JKS)

A well-constructed criterion-referenced test has an unambiguous descriptive scheme, an adequate number of items, a sufficiently limited focus, reliability, validity, and comparative data. (Author/MLF)

Describes the development, objectives, content, and evaluation of a unique, 60-minute, synchronized slide/tape program on prehospital burn care for emergency medical technicians; and presents a design for valid content-reference formative evaluation. (Author/VT)

Described is a curriculum of 349 education and training strategies for use with severely/profoundly retarded institutionalized and community living persons. (CL)

The problems in educational diagnosis of the exceptional student, particularly the use of norm referenced testing, are pointed out; and an alternative approach, criterion referenced assessment, is suggested. (SBH)

This is a special issue examining the potential of cybernetics in educational technology. Articles discuss: cybernetic methods, algorithms, feedback learning theory, a structural approach to behavioral objectives and criterion-referenced testing, task specifications and diagnosis, teacher-child interaction, educational development, teaching…

Discusses how criterion referenced testing, when combined with a program of individualized instruction, can result in each student's achieving his maximum potential. Describes positive results of such a program in which Mexican American students made great gains in a short time. Mentions implications for all children with so-called learning…

Sets criteria for social and educational adequacy of standardized tests. Drawing an analogy, the author says people would not subject themselves to medical tests unless they could anticipate a diagnosis and, if all is not lost, a treatment. Says standardized tests are not diagnostic, serve to maintain inequality, and should not be continued.…

Results show that student differences in time-on-task to learn to criterion are alterable and can be minimized over a sequence of learning units given appropriate adaptive learning strategies. (Author/DEP)