On the basis of the findings it would appear that mathematics instructors should consider seriously the use of Structure-of-Intellect factor tests for selection and placement of students. (Authors)

This article is a reply to a previous paper (see TM 500 488) interpreting Livingston's original article (see TM 500 487). (CK)

The present study showed that Rasch-based adaptive tests--when item domains were finite and specifiable--had greater precision in domain score estimation than test forms created by random sampling of items. Results were replicated across four data sources representing a variety of criterion-referenced, domain-based tests varying in length.…

This case study shows how testing in Mississippi is used as an effective part of a statewide accountability and instructional improvement program. By using criterion-referenced testing as one aspect of a program evaluation requirement, Mississippi is basing instructional improvement on student performance. (Author)

To address the issues associated with testing standards, sets of context-setting variables and technical matters associated with standard-setting are presented to assist groups or committees desiring to set standards in a systematic way. (Author/CM)

Standardized tests are not sufficient to measure the full area of school effectiveness because they encourage the rating of students on a narrow range of capabilities, the emphasis of only one set of educational goals, and the use of a uniform set of teaching methods. (JW)

Proposes a grading system for nursing education, consisting of (1) a within-class component, based on mastery testing and criterion-referenced assessment to develop academic knowledge and clinical skills; and (2) a between-class component, based on norm-referenced assessment to provide a statistically sound class ranking. (SK)

In studying the effectiveness of different instructional programs, a criterion measure can favor one of the programs because there is greater overlap between the content covered on the test and in that program. This overlap can be measured using teacher estimates or teacher estimates combined with curriculum analysis. (Author/BW)

This report describes the first two stages of the National Assessment project: gathering data on cooperative education objectives and developing tests for assessing learning outcomes of work experience programs. Problems in the measurement of experiential learning are also discussed. (SK)

Describes Florida's Approach to Competency-Based Individualized Teaching (FACIT), which is a learning system designed to provide vocational educators with the knowledge and the skills to implement and manage an individualized, competency-based instructional delivery system. (SK)

A continuum of item-writing methods is proposed ranging from informal-subjective methods to algorithmic-objective methods. Examples of techniques include objective-based item writing, amplified objectives, item forms, facet design, domain-referenced concept testing, and computerized techniques. (Author/CP)

This chapter discusses units of measurement, relates types of scales and norms to the purpose for testing, looks at types of test data typically reported, identifies the primary users of test information, looks at limitations of scales and norms, and looks at the interaction between user and data. (Author/RL)

Defines and analyzes the terms most frequently used in student evaluation, examines some current developments and trends in evaluation methods, and suggests ways to improve evaluation instruments, such as planning evaluations before instruction, emphasizing criterion-referenced measures, and evaluating processes as well as products. (MF)

Describes the construction of a criterion-referenced test designed to test the ability of beginning readers to pronounce CVC letter combinations. (MKM)

Macready and Dayton introduced two probabilistic models for mastery assessment based on an idealistic all-or-none conception of mastery. Alternatively, an application of latent trait theory to mastery testing is proposed (a three parameter logistic model) as a more plausible model for test theory. (Author/CTM)