The unfulfilled promise of criterion-referenced measurement is that it would permit valid inferences about what a student could and could not do. To come closest to achieving all that criterion-referenced testing originally promised, tests of higher item density, with more items per amount of domain, are required. (SLD)

For 50 years, large-scale educational achievement testing in the United States was dominated by a (low-cost) multiple-choice assessment strategy. The problem is finding adequate financial resources to support constructed-response methods used in authentic or performance testing. Matrix sampling, featuring low-proportion sampling of both students…

A study explored the impact of a regular, sustained self-selected reading program on four reading skills measured by a criterion-referenced reading skill test. Fourth graders received reading only, reading/skill instruction, or skill instruction only. Results indicated significant pre- to posttest growth for all groups for all the reading…

Teacher education students (n=13) who contracted for grades differentiated by specific criteria were compared on grade point average and grades contracted and achieved. Perceived control over assessment, self-efficacy, and motivation were linked. However, they were reluctant to use criterion-referenced assessment in classrooms when it was poorly…

Explores the criterion-related validity of the Swedish version of the Communicative Development Inventories--Words & Sentences (SECDI-W&S). In two follow-up procedures, SECDI-W&S was used to assess vocabulary and grammar skills in 32 children. Overall results confirm that the criterion-related validity of the SECDI is sound. (Author/VWL)

Examines criterion-related validity of curriculum-based measures in written expression for secondary students. Finds a combination of measures was better than any single measure for predicting students' general performance in written expression; and 3 measures added to the prediction of students' general writing proficiency (number of characters…

Educators can develop fair and accurate standards-based grading/reporting by switching to criterion-referenced grading practices; using differentiated criteria (denoting product, process, and progress); clarifying the purpose of each reporting tool; and developing a reporting form that identifies standards, facilitates interpretation, and…

In this paper Cognitive Abilities Test scores are compared directly with moderated GCSE scores awarded to the same group of pupils. For ease of interpretation the comparisons are presented in a graphical form. Whilst some provisional and tentative conclusions are drawn about the reliability of GCSE art, questions are raised about the general…

We are all accustomed to periodic summative testing for achievement, but in this chapter the importance of requiring mastery of fundamentals as the baseline for evaluation, regardless of the level of the class involved, is discussed.

Two types of test scores are often used for determining eligibility for early intervention services: standard scores and developmental-age scores. Because they are derived using different methods, these two types of scores do not provide equivalent information. Characteristics of norm-referenced and criterion-referenced tests and the scores…

Even though simple line drawing by itself, has been found to be effective in improving learning visualization, it is not always sufficient for optimizing student achievement. Under these types of conditions it becomes necessary to incorporate other instructional strategies to complement the visualized instruction. Visuals allow for mental…

Transparent and consistent credit transfer procedures are essential if EU Universities are to successfully build the European Higher Education Area and thrive in the emerging global knowledge economy. Currently, the European Credit Transfer System is the most widely used mechanism to enable credit transfer between universities in different EU…

In this technical report, data are presented on the predictive and concurrent relation between various student demographic variables (gender, race/ethnicity, special education status, Title 1 status, English language learning status, and economic disadvantage) and three reading easyCBMs (passage reading fluency, vocabulary, and multiple-choice…

"Algebra for everyone" has been a popular reform, though not commonly implemented and not fully evaluated. Through investigation, one might be able to determine whether courses deemed equivalent to a traditional college preparatory algebra course provide an equitable understanding of algebra concepts and skills, while controlling for…

Fitness testing is an important assessment tool used by physical educators for many purposes. Some states require fitness testing to monitor individual student progress throughout the school year. Some physical educators use it to monitor the effects of the physical education curriculum and to teach concepts such as goal setting and personal…