Transcripts of forensic interviews with 98 alleged victims of child sexual abuse were analyzed for key content criteria. Other information on these cases was independently evaluated by professionals. Key criteria more often appeared in accounts independently rated as likely to have actually occurred, and several criteria were helpful in…

This study compared the reliability and validity indexes of randomly parallel tests administered under inclusion, exclusion, and correction for guessing directions, using 54 graduate students. It also compared the criterion-referenced grading decisions based on the different scoring methods. (TJH)

School districts are increasingly instituting kindergarten retention policies and establishing readiness and pre-first-grade transition programs. Using readiness tests to classify, promote, and retain children is inappropriate and costly. Various high stakes tests are reviewed and alternative strategies suggested. Includes 18 references. (MLH)

Issues in the measurement of subject matter proficiency, as defined by recognized subject matter scholars, are explored as they relate to the increasing use of teaching machines, programmed learning, and broadly conceived instructional systems. Criterion-referenced measurement is discussed. (SLD)

Beginning discussions and exploratory work on criterion-referenced measurement are reviewed in this commentary on the author's 1963 address to the American Educational Research Association on issues of measurement and the development of educational technology. Many problems foreseen at that time remain current. (SLD)

The term "criterion-referenced measurement" has been so frequently used that accumulated surplus meaning has sometimes swamped the fundamental concept. Stripping away extraneous interpretations affirms the contemporary relevance of the concept. Substituting the term "construct-referenced" underscores the need for better…

Two studies are reported that examined translation from second language to first language as a testing procedure. Results suggest that the widespread rejection of translation as a language testing procedure by teachers and testers is probably not warranted on psychometric grounds, but that it should be used with extreme care. (10 references)…

Examines relationships between implementation of select affective middle school program elements and criterion-based student achievement in math, reading, and writing. Finds strong relationships among the achievement measures used and between school articulation strategies and the achievement measures. Suggests some affective program elements…

A study that revised and validated the criterion-referenced mastery measurement (CRMM) constructed specifically for the capillary melting point determination technique (CMPDT) is described. The methods, results, and conclusion are included. (KR)

Describes a study that examined preservice teacher success in acquiring and applying principles of learning and instructional design. Tests that measured attainment of the essentials of learning objectives and attainment of competency-based instruction (CBI) objectives are described, and lesson planning performance is examined. (24 references)…

The aim of the present study was to develop a model for a criterion-referenced mastery reading comprehension test for university English-as-a-foreign-language courses. The research confirmed the hypothesized relationship between learners' needs, reading tasks, course content and their cumulative contribution to the formulation of the criteria of a…

Examined the validity of field tests of elementary students' upper body muscular strength and endurance. Field tests were found to be moderately valid measures of weight-relative muscular strength but not of absolute strength and muscular endurance. (SM)

Explores numerous procedures to evaluate a pupil's reading achievement. Discusses different evaluation methods including criterion-referenced tests; contextualism in reading; discussions in the reading curriculum; conferences with pupils; and using portfolios. Concludes that the best objectives, learning opportunities, appraisal procedures, and an…

Describes reconstruction, at the department level, of an Australian university policy away from norm-referenced assessment to criterion-referenced assessment. Action research methods were conducted including individual and focus group interviews, participant journals, and successive drafts of criteria and standards. Analysis suggested that the use…

Discussion of curriculum-based assessment in spelling considers spelling deficits, spelling assessment instruments, administering curriculum based spelling tests, and monitoring progress. Use of the criterion-referenced testing model provides teachers with grade-level specific and skill-specific information and can assist in individualized…