Data indicate that performance is better when feedback is provided after, rather than before, the response. (MB)

Summarizes item review in the development of criterion-referenced tests, including logical item review, which examines the match between instructional intent and the items; empirical item review, which examines response patterns; traditional item review; and instructional sensitivity of test items. Twenty-eight references are listed. (MBR)

This study compares the results obtained using the Angoff, borderline group, and contrasting groups methods of determining performance standards. Congruent results were obtained from the Angoff and contrasting groups methods for several test forms. Borderline group standards were not similar to standards obtained with other methods. (Author/PN)

The increasing relation between domain-referenced measurement and its implications in instruction are discussed with the argument that construction methods available do not guarantee content validity which needs more attention to be effective. Two domain-referenced testing procedures illustrate construction and validity problems. (CM)

As part of a broad exploratory research project, both norm-referenced and criterion-referenced measures were utilized as child outcome measures for a group of 49 intellectually handicapped children aged from 12 to 48 months who participated in eary intervention programs. Findings suggested that criterion-referenced measures are more sensitive to…

Health education researchers have occasionally used measuring tools inappropriately. Test validity and the use of criterion-referenced tests are discussed in view of this need to improve health education research. Also described are handbooks containing measuring devices for the use of health education researchers. (CJ)

Decision rules for assigning students to treatments based upon aptitudes or criterion scores are discussed. Popular procedures are criticized and a Bayesian approach is recommended. The effect of unreliability of aptitude or criterion scores is also discussed. (JKS)

The suitability of the beta binomial test model for criterion referenced testing was investigated, first by considering whether underlying assumptions are realistic, and second, by examining the robustness of the model. Results suggest that the model may have practical value. (Author/RD)

A system that helps students monitor their progress by providing regular feedback and producing a learning curve for each student as well as the whole class is described. The system is also designed to help faculty evaluate their own teaching performance. (MSE)

Investigated two variance estimation procedures on a normed test treated as a criterion-referenced test. The first estimation procedure estimated the standard deviation systematically higher, whereas the second procedure's estimation was systematically lower than the actual standard deviation. (Author/RC)

Reviews briefly the development of testing since World War II. Presents the criteria for informal and standardized tests, and explains the difference between norm-oriented and criterion-oriented tests. Considers technical aspects of testing, but stresses the importance of pedagogical aspects. (IFS/WGA)