Several intermediate performance objectives and corresponding criterion measures are listed for each of 32 terminal objectives for an intermediate (second year) radio/TV servicing course. This 1-year course (3 hours daily) was designed to provide the student with the basic skills and knowledges necessary for entry level employment in the Radio/TV…

The domain-referenced approach to assessment results in a set of tests that are closely linked to theoretical propositions about aspects of reading comprehension. In this paper, the definition, validation, and use of domains are described, and one strategy for developing domain-referenced measures is proposed. The strategy involves identifying a…

The evaluation model for mastery testing as proposed by Emrick (1971) represents an empirical approach to determining the most appropriate mastery criterion score that should be established in those testing situations which entail decision making relative to the continued progression or possible recycling of students in a given learning sequence.…

The report is designed to provide the reader with a basic understanding of the processes and procedures used to develop catalogs of performance objectives, criterion-referenced measures, and performance guides for learners in vocational-technical education. It reports on the efforts of the Vocational-Technical Education Consortium of States…

This paper describes three classification criterion tasks and the rationale for their selection. A set of parameters is defined and then used to describe the item format for the test. The test format and content domain are presented and discussed. Sample testing directions and materials are appended. (Author)

The purpose of this project, begun in July 1970, was to learn what American adults read, and what they are able to read, as they go about their ordinary activities in the course of a normal day. A national survey of the reading activities of adults was administered to 5,096 individuals. Some conclusions drawn from the survey data are as follows:…

There are two major aspects to the cutoff score issue in criterion-referenced (CR) measurement: whether a cutoff score is actually needed for a CR test, and the method for setting the cutoff score if one is used. There are many factors to be considered in determining a cutoff score. While cutoff scores are very often set arbitrarily (e.g., 80%),…

The functional literacy of various groups of 17-year-old students was assessed to discover whether the reading skills which are usually taught in the schools are adequate for functioning in everyday life. Eighty-six test exercises were classified according to the various formats of reading materials they represent and according to the types of…

The research literature on open education has reported various studies describing and qualifying the term "open" in education and in attitudes of teachers involved in such programs. To date, very few large scale endeavors to assess student achievement in open education have been completed. Studies which have been done have not shown the hoped for…

Distinction between norm referenced and criterion referenced tests are explored in relationship to underlying philosophy and intent. In considering the use of a criterion referenced test for instructional purposes, consideration is given to: specification of objectives, item content and selection, reliability, and needs assessment. (Author)

Presented in booklet and chart form is the Behavioral Characteristics Progression (BCP), part of the Santa Cruz Special Education Management Project, consisting of 2400 observable traits grouped into 50 behavioral strands. The BCP is seen to be a nonstandardized criterion referenced tool which replaces conventional age and disability labels with…

Criterion-referenced tests were used to measure the learning and retention of a sample of material taught by means of programed instruction in the Avionics Fundamentals Course, Class A. It was found that the students knew about 30 percent of the material before reading the programs, that mastery rose to a very high level on the immediate posttest,…

The development of a prototype computerized, criterion-referenced test of certain nonperformance musical behaviors for administration to entering students in music education at a state university was undertaken. After the formulation of statements of competencies to serve as conceptual bases for the formulation of test items, items were…

Procedures for establishing standards and determining the number of items needed in criterion-referenced measures are reviewed. The discussion of setting a passing score is organized around five factors: performance of others, item content, educational consequences, psychological and financial costs, and measurement error. Classical test theory,…

Principles are established for reaching valid decisions as to whether evaluative judgments should be norm referenced or criterion referenced. A set of decision rules is presented, in flow chart form, to serve as a guide to the decision-making process. The use of these decision rules is illustrated for a variety of practical situations. The…