The use of cut-off scores with criterion referenced tests is defended in this response to two papers by Gene Glass and Nancy Burton. Suggestions for setting cut-off scores are made. (JKS)

A well-constructed criterion-referenced test has an unambiguous descriptive scheme, an adequate number of items, a sufficiently limited focus, reliability, validity, and comparative data. (Author/MLF)

Describes the development, objectives, content, and evaluation of a unique, 60-minute, synchronized slide/tape program on prehospital burn care for emergency medical technicians; and presents a design for valid content-reference formative evaluation. (Author/VT)

Described is a curriculum of 349 education and training strategies for use with severely/profoundly retarded institutionalized and community living persons. (CL)

The problems in educational diagnosis of the exceptional student, particularly the use of norm referenced testing, are pointed out; and an alternative approach, criterion referenced assessment, is suggested. (SBH)

This is a special issue examining the potential of cybernetics in educational technology. Articles discuss: cybernetic methods, algorithms, feedback learning theory, a structural approach to behavioral objectives and criterion-referenced testing, task specifications and diagnosis, teacher-child interaction, educational development, teaching…

Discusses how criterion referenced testing, when combined with a program of individualized instruction, can result in each student's achieving his maximum potential. Describes positive results of such a program in which Mexican American students made great gains in a short time. Mentions implications for all children with so-called learning…

Sets criteria for social and educational adequacy of standardized tests. Drawing an analogy, the author says people would not subject themselves to medical tests unless they could anticipate a diagnosis and, if all is not lost, a treatment. Says standardized tests are not diagnostic, serve to maintain inequality, and should not be continued.…

Results show that student differences in time-on-task to learn to criterion are alterable and can be minimized over a sequence of learning units given appropriate adaptive learning strategies. (Author/DEP)

Provides suggestions for changes that would move campuses toward the ideal of fostering growth of critical thinking skills. Recommendations are divided into the areas of campus atmosphere, classroom behavior, student attitudes, curriculum materials, and criterion-referenced evaluation instruments. (JDH)

A research-derived integrated system of curriculum development and instructional delivery called NEBEAT (Needs Based Education and Training) is described in relation to more traditional-behaviorally-based systems models. Four major components of curriculum design are examined as features which differentiate NEBEAT from its antecedents. (Author/MBR)

A unified framework for validating criterion-referenced test (CRT) interpretation is proposed. Using functional literacy as an illustration, the instructional outcomes assessed are called achievement constructs, and described in psychological and behavioral terms. The proposed construct validation methods can yield tests more closely linked to…

This study examined the test-retest reliability and criterion validity of basal mastery tests of three commercial reading series. Results indicated that reliability and validity of the test varied among and within instruments. Implications for developing and using basal mastery tests are discussed. (Author/MT)

Presents a historical overview of the introduction of the major reading comprehension assessments, showing that the predominant approaches were shaped by the prevailing educational measurement milieu and were implemented largely in response to public pressure. Argues in favor of a naturalistic reading comprehension assessment for evaluating those…

Investigated the reliability of the McCarthy Screening Test (MST) from a criterion-referenced standpoint, using a sample of 1,323 children. Suggested that dependability indices be adopted for clinical instruments such as the MST. (JAC)