The subject of constructing criterion-referenced tests is often researched, but many technical problems remain to be satisfactorily resolved. Foremost, criterion-referenced test developers need a comprehensive set of steps for construction. In this paper, 14 logical steps for building criterion-referenced tests that refer to several different…

Criterion-referenced tests (CRTs) are constructed to permit the interpretation of examinee tests performance in relation to a set of well-defined competencies. CRTs are currently used extensively in schools, industry, and the armed services because they provide valuable and different information from norm-referenced tests. Test publishers, school…

Results are presented of an investigation made to (1) provide a description of the testing models that are currently being used in selected individualized instructional programs, (2) compare three programs along the component parts of the testing model, namely, selection of a program of study, criterion-referenced testing on the unit objectives,…

The construction of test items, the purposes of testing and criterion-referenced testing are topics debated by two researchers. (CP)

Issues involved in standard setting along with methods for standard setting are reviewed, with specific reference to their relevance for criterion referenced testing. Definitions are given of continuum and state models, and traditional and normative standard setting procedures. Since continuum models are considered more appropriate for criterion…

This paper presents an algorithm for determining the number of items to measure each objective in a criterion-referenced test when testing time is fixed and when the objectives vary in their levels of importance, reliability, and validity. Results of four special applications of the algorithm are presented. (BS)

The effectiveness of various tailored testing strategies for use in objective based instructional programs was investigated. The three factors of a tailored testing strategy under study with various hypothetical distributions of abilities across two learning hierarchies were test length, mastery cutting score, and starting point. (Author/JKS)

Guidelines for evaluating criterion-referenced tests and test manuals are proposed and applied to a sample of popular commercially published tests. The well-known Test Standards published by a joint committee of professional societies is helpful, though not completely applicable, and was used together with other sources in the preparation of an…

Essential for an effective criterion-referenced testing program is a set of test items that are "valid" indicators of the objectives they have been designed to measure. Unfortunately, the complex matter of assessing item validity has received only limited attention from educational measurement specialists. One promising approach to the item…

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 new method was developed to assist in the selection of a test length by utilizing computer simulation procedures and item response theory. A demonstration of the method presents results which address the influences of item pool heterogeneity matched to the objectives of interest and the method of item selection. (Author/PN)

A set of guidelines for evaluating criterion-referenced tests is presented. Additionally, 11 sets of extant criterion-referenced tests are evaluated using these guidelines. (JKS)

In this paper, an attempt has been made to synthesize some of the current thinking in the area of criterion-referenced testing as well as to provide the beginning of an integration of theory and method for such testing. (Editor)

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)