The drop in standardized test scores may be due to the fact that the standardization samples on the basis of whose performance the test norms were established no longer represent the testees to whom the tests are applied. (Author/LS)

Offers a comprehensive evaluation/grading scheme that can handle the four domains of discipline-based art education, outlining an approach for each. Addresses both norm-referenced and criterion-referenced goals, and methods for assessment. (LS)

With the passage of 2005 Wisconsin Act 125, private schools participating in the Milwaukee Parental Choice Program (MPCP) are now required to administer a nationally normed standardized test annually in reading, mathematics, and science to their MPCP (a.k.a. "Choice") students enrolled in the 4th, 8th, and 10th grades. The law further…

The culture of assessment in higher education requires academic librarians to demonstrate the impact of information literacy instruction on student learning. As a result, many librarians seek to gain knowledge about the information literacy assessment approaches available to them. This article identifies three major assessment approaches: (1)…

The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or…

There is no conflict between interpretation of criterion-referenced tests, interpretation of norm referenced tests, and the SAT, nor should on be thought superior to the other in some sense. Each should supplement the other. (Author/PG)

It is argued that, by design, norm-referenced tests (NRT) and criterion-referenced tests (CRT) are conceived with different frames of reference. They are not totally exclusive of each other, but they do direct attention to different uses and references for information and decision making. Their combined contributions allow a more detailed and…

This National Council on Measurement in Education (NCME) module is designed to help teachers understand test reliability requirements. Focus is on the reliability of scores from teacher-made achievement tests used for interpreting norm-referenced scores. Reliability, factors affecting scores, reliability estimation methods, reliability's relation…

The authors criticize an article by John Carrol in the February 1987 "Phi Delta Kappan" in which he discussed the Reading Proficiency Scale issued by the National Assessment of Educational Progress. They feel the Reading Proficiency Scale has limited usefulness. Includes 21 references. (Author/MD)

A test is administered at the end of a unit. On the basis of test performance mastery status is awarded or withheld. An optimum decision rule is fomulated in terms of degree of success in a referral task. (HG)

This Digest outlines five skills that will increase the likelihood that school counselors interpret test information correctly. These skills are: (1) understanding what norm-referenced tests are and what they do; (2) understanding the properties of a normal curve; (3) knowing the properties of common score types; (4) recognizing the difference…

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)