The validity of the word attack skill tests of the Wisconsin Design for Reading Skill Development is studied at six grade levels by an investigation of the relationship of these to several widely known reading achievement tests. The basic notion is that reading mastery scores derived from the diagnostic tests should be positively related to the…

The nature and purpose of criterion-referenced testing is discussed in light of test design procedures. It is seen that the uses to which test results are put are the chief determiners of the appropriate measurement model. A distinction is made between cut-off scores, criterion scores, and mastery scores. The value of certain test construction…

While the usefulness of branched testing over conventional paper-and-pencil testing has been in doubt, particularly for the student of average ability, this has been with reference to normative measures rather than the criterion-referenced measures characteristic of individualized instruction. A computer-assisted test model for assessing an…

The Mathematics Evaluation Materials Package (MEMP)is a set of objectives and companion test items for mathematics education in Grades 4 to 6. The educational objectives are stated in terms of student performance and are coupled with companion test items. In this package are some companion items for objectives that are commonly used for the topic,…

The effects of behavioral objectives and/or criterion test items on the learning process were investigated. The 123 subjects were randomly assigned to either an example-only, an objective-example, a test-example, or an objective-test-example group. Objectives significantly increased the amount of time subjects spent studying the example displays.…

Some of the general considerations and requirements for the establishment of a testing policy and procedures for a large education system are presented. Testing policy is considered necessary to establish a common understanding of the position of testing in the education program, the facilitation of the use of tests for academic gain, and to…

Implicit in most of the recommendations for teaching reading is the inclusion of structural analysis as a part of the instructional program for developing skills in word recognition. This study focused on the development and standardization of a criterion referenced syllabication skills test designed to evaluate the individual proficiency of…

The utility of the pretraining of task-relevant cognitive skills within the context of experimental research methodology was investigated in this study. A criterion referenced pretraining multi-media product was developed and applied to support the initial phase of an experimental research effort in which several instructional methods for training…

Investigates the effectiveness of an individualized approach to an introductory college chemistry course, including a computer-managed instructional system, and its effect on student attitude. Description of the Individual Learning System Chemistry course; procedures and results of the study are also presented. (HM)

A technique that can be used in the evaluation of program effectiveness focuses on differences between schools or programs at the item level rather than at the level of total test score. The technique was used to compare the results of norm and objective-reference mathematics achievement tests administered to Michigan fourth graders. (Author/JAC)

This article addresses criterion-referenced vs. norm-referenced tests. Its purpose is to help the reader become acquainted with the uses, accountability, advantages, and statistical differences between these two types of tests. (Author)

Presents guidelines for constructing tests which accurately measure a student's cognitive skills and performance in a particular course. The advantages and disadvantages of two types of test items are listed (selected response and constructed response items). Both poor and good examples are given and general rules for test item writing are…

Article discusses 11 significant trends and how they affected or might affect the teaching of reading. (Author/RK)

Evaluation of the cumulative files of 143 severely disabled students (ages 6 to 20 years) in five school districts indicated: (1) a lack of appropriate technically adequate norm-referenced tests, (2) technical adequacy not a major determinant in test selection, and (3) less frequent use (than expected) of criterion-referenced and adaptive behavior…

Describes an installation of Comprehensive Instructional Management System (CIMS), a management information system for the instruction of mathematics in a New York school system. Suggests that CIMS has yielded dramatic gains in mathematics performance. (PK)