The article outlines (in question and answer form) a procedure for estimating the treatment validity of a special education test and used two tests as examples. (PHR)

The problem of determining an optimal passing score for a mastery test is discussed, when the purpose of the test is to predict success on an external criterion. For the case of constant losses for the two possible error types, a method for determining passing scores is derived. (Author/JKS)

The author replies to Marx's critique of his essay, "Test Purpose and Item Type," which appears on pages 8-13 of this issue of "Canadian Journal of Education." For Marx's comments, see pages 14-19. (SJL)

Describes Nebraska's School-based Teacher-led Assessment and Reporting System (STARS), a criterion-referenced assessment system that measures school and district performance over time. (PP)

Reports on the effort by the National Teacher Examination to set standards in the field of speech communication. Describes the way in which the examination is put together and discusses some of the strengths and weaknesses of such a method. (KEH)

Aggregate scoring was applied to a recertifying examination for medical professionals to generate an answer key and allow comparison of peer examinees. Results for 1,927 candidates for recertification indicate considerable agreement between the traditional answer key and the aggregate answer key. (TJH)

Integrates and amalgamates norm-referenced and criterion-referenced perspectives in a manner that is particularly appropriate for use in basic or introductory speech communication performance courses. Notes that students prefer criterion-referenced grading for performances but prefer norm-referenced grading for content components of the course.…

Concerned about inappropriate uses of the Texas Assessment of Academic Skills, the Leander Independent School District developed a Total Quality application to guide instruction for individual students. Focusing on learning instead of testing, the new system consists of comprehensive language arts and mathematics assessments completed by students…

Describes a study of undergraduates that examined the effects of the cognitive load associated with using hypertext linking capabilities in instructional materials. Highlights include cognitive flexibility theory; hypertext navigation; results of criterion measures and regression analysis; and cognitive load theory. (Contains 56 references.) (LRW)

Although assessment of nursing students' clinical performance is difficult, objections to grading may be based on erroneous assumptions. A combination of criterion- and norm-referenced assessment can clarify minimum competency requirements and reward meritorious performance. (SK)

Examination of the implementation of General National Vocational Qualifications in Britain highlights the limitations of criterion-referenced assessment practices. Analysis leads to the establishment of assessment principles: (1) continuous assessment should allow for learner development; (2) better ways of assessing "soft" skills are…

Classroom assessment information should be the basis for important classroom processes and outcomes: students' study and work patterns, students' understanding of what they are learning, and teachers' instructional and grading decisions. Attention to principles of assessment quality, especially validity and reliability, increases confidence in the…

Although the primary use of the speaking section of the Test of English as a Foreign Language™ Internet-based test (TOEFL® iBT Speaking test) is to inform admissions decisions at English medium universities, it may also be useful as an initial screening measure for international teaching assistants (ITAs). This study provides criterion-related…

This paper presents a strategy for measuring cognitive gains in reading during the early school years. It is argued that accurate estimates of gain scores and their appropriate interpretation requires the use of adaptive tests with multiple criterion referenced points that mark learning milestones. It is further argued that two different measures…

This study investigates the effect of a CALL application designed to enhance speaking and listening in Mandarin Chinese on advanced students' verbal skills, learning attitudes, and self-efficacy. A pretest/posttest experimental/control-group design with intact classes was employed to minimize treatment diffusion. Over the course of 14 weeks,…