A properly chosen test model defines the kind of dependence of the observable behavior on underlying abilities of the persons tested in the form of a data-adequate theory. The limitations and potential of several test models are detailed; and they are critically compared as an aspect of empirical evaluation. (Author/MV)

Using the assumption of randomly parallel tests and concepts from generalizability theory, three signal/noise ratios for domain-referenced tests are developed, discussed, and compared. The three ratios have the same noise but different signals depending upon the kind of decision to be made as a result of measurement. (Author/JKS)

The ATIC is comprised of a series of subtests designed to assess competency in those basic skill areas considered to be prerequisite for further learning. These subtests are organized into levels which are criterion referenced. The test is suitable for Indian children in grades K-5. (NQ)

Describes the development of a criterion referenced minimum-competency test in reading which was normed by community job holders and based on the ability to answer questions about items taken from a newspaper. (MKM)

Task performance measures are criterion-referenced tests that can improve the effectiveness, accountability, and control of vocational training programs. They provide the means for basing instruction and evaluation on job performance requirements rather than arbitrarily derived subject matter. (JOW)

This four-year study investigated factors associated with stage of concern and change in stage of concern of teachers and principals when implementing a benchmark testing program in a large school district. Findings are presented and discussed. (Author/MT)

Reviews the criterion referenced test VICTA and concludes that it should be used with caution because of, among other things, the limited sample of questions per critical thinking skill, and the lack of a well integrated instructional program based on the test. (JC)

The Dynamic Criterion-Referenced Vocational (DCRV) Assessment model is presented as a technique for measuring a handicapped learner's potential for modifying behaviors relevant to employability. The article describes the DCRV's purpose and provides an example of its application through task analysis, observation of student performance, and rate of…

This paper describes steps in the criterion-referenced measurement process. Specific strategies are offered for devising a decision-making process that does not destroy the wealth of information in the criterion referenced base and that does not require complicated mathematics or arduous analysis. (LMO)

A study was conducted to determine the technical agriculture knowledge level attained by Vocational Agriculture II students on a criterion-referenced test developed from Louisiana's Vocational Agriculture II basic curriculum; and determine if students' scores on the test differed according to selected variables: Future Farmers of America…

Spanish speaking first graders were administered the Artes de Lenguage (ADL)--a Spanish, criterion-referenced, language arts test. Reliability analyses indicated the adequacy of three of the four subscales (Phonetic Analysis, Vocabulary Development, Comprehension Skills, and General Skills). A principal factors analysis of the intercorrelation…

A procedure is suggested for test development and construct validation based on a theory about the criterion performance. The method is illustrated by describing a study concerned with the selection of medical school students, where the criterion is a measure of clinical problem-solving ability. (Author/LMO)

The presently viewed role and utility of measures of instructional sensitivity are summarized. A case is made that the rationale for the assessment of instructional sensitivity can be applied to all achievement tests and should not be restricted to criterion-referenced mastery tests. (Author/BW)

Test development procedures and six methods for determining cut-off scores are briefly described. An alternate method, appropriate when the test developer also determines the cut-off score, is suggested. Unlike other methods, the standard is set during the test development stage. Its computations are intelligible to nonstatistically-oriented…

Approaches proposed for educational diagnostic assessment are reviewed and identified as deficit assessment and error analysis. The development of diagnostic instruments may require a reexamination of existing psychometric models and development of alternative ones. The psychometric and content demands of diagnostic assessment all but require test…