The analysis of variance model for estimating reliability in norm referenced tests is extended to criterion referenced tests. The essential modification is that the criterion or cut-off score is substituted for the population mean. An example and discussion are presented. (JKS)

Research Findings: We examined the reliability and validity of the language, literacy, and mathematics domains of "Work Sampling for Head Start" (WSHS), an observational assessment designed for 3- and 4-year-olds. Participants included 112 children who were enrolled over a two-year period in Head Start and a number of other programs…

This project provides a list of criteria for which the contents of interpretive guides written for customized, criterion-referenced tests can be evaluated. The criteria are based on the "Standards for Educational and Psychological Testing" (1999) and examine the content breadth of interpretive guides. Interpretive guides written for…

Educators need accurate assessments of preschool cognitive growth to guide curriculum design, evaluation, and timely modification of their instructional programs. But available tests do not provide content breadth or growth sensitivity over brief intervals. This article details evidence for a multiform, multiscale test criterion-referenced to…

On a general level, the objective of diagnostic classifications models (DCMs) lies in a classification of individuals regarding multiple latent skills. In this article, the authors show that this objective can be achieved by multidimensional adaptive testing (MAT) as well. The authors discuss whether or not the restricted applicability of DCMs can…

Several innovations in educational testing are discussed as alternatives to standardized tests. (RC)

A measure of potential performance for counselors is needed as an adjunct to the information presently employed in selection decisions. One possible method of developing such a potential performance criterion and the steps taken in attempting to validate it are discussed. (Author)

Author presented a six-point model for purposes of diagnosing program success or lack of success. (Editor/RK)

The paper describes the emergence of the variety of modified approaches toward the assessment of cognitive skills. A change in emphasis away from norm-referenced assessment toward criterion-referenced assessment is noted. For such approaches as emphasis on the process rather than the product, intense detailed behavioral observations, and…

Twenty-one criterion-referenced tests are cited, and for each the following information is provided: description, format and administration, response mode and scoring, technical information, and references. The tests cited are the result of an attempt made to bring together tests designated in the Educational Testing Service Test Collection, a…

Classical test theory has been rejected for application to criterion-referenced (CR) tests by most psychometricians due to an expected lack of variance in scores and other difficulties. The present study was conceived to resolve the variance problem and explore the possibility that classical test theory is both appropriate and desirable for some…

One of the big problems in migrant education is the need to determine quickly the educational level of the student so that his learning progress can continue as he moves from one school to another. Normative-referenced tests provide little help for the teacher. The author describes a new type of test (the criterion-referenced test), soon to be…

The current popularity of criterion-referencing has been demonstrated in attacks on standardized tests and the increasing use of criterion-referenced instruments in state assessments. Much of the advocacy of the criterion-referenced test, however, seems to be less an illustration of that test's merits than an attack on the supposed deficiencies of…