The author argues that competency-based education does not fit all vocational education applications and should be used in moderation. He also discusses vocational education's focus on actual occupational tasks and the use of criterion-referenced measurement of performance. (CT)

Describes second language testing methods including discrete-point tests, integrative tests, criterion-referenced testing, FSI test of oral proficiency, tests of functional ability. No way has yet been found to reliably measure communicative competence in second languages. (BK)

Presents simplified methods for deriving estimates of the consistency of criterion-referenced, English-as-a-Second-Language tests, including (1) the threshold loss agreement approach using agreement or kappa coefficients, (2) the squared-error loss agreement approach using the phi(lambda) dependability approach, and (3) the domain score…

A national census of educational quality is advocated to keep a constant check on the overall quality of American education. Why the National Assessment of Educational Progress (NAEP) cannot fill the role is explained, and specific recommendations of what should be included in the census are enumerated. (MT)

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 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)

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)

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)

The relative importance of the skill, fitness, and social objectives of physical education have always stirred debate among physical educators. The profession would have been better served, it is argued, if more time had been spent strengthening each objective rather than arguing the merits of these desirable goals. The first section of this paper…

Criticizes Robert Slavin's "best evidence" rejection of mastery learning research for being potentially biased, highly subjective, and misleading. Apparently, Slavin threw out studies of less than four weeks' duration, discounted certain nonclassroom results achieved by teachers, and rejected studies not using standardized,…

Presents predictions made by past presidents of the American Educational Research Association (AERA) on the future of educational research, includinq the emergence of new research methods; improvement of existing measures; changes within AERA; developments in school populations, testing, and funding; new conceptions of intelligence and aptitude;…

The 10 criticisms of criterion-referenced tests addressed in this paper are: the domains tested; pedagogical influence; difficulty of items; cumbersome reports; reliability; arbitrary criteria; local objectives; labeling; predictive validity; and repeated testing. (SJL)

The article focuses on the controversy over norm-referenced v criterion-referenced measures (CRM) in assessment of learning disorders. The authors contend that while the reliability of CRMs is generally indisputable, the validity of measures designed from local curricula is still dependent on the intuitive judgments of teachers. (Author/SBH)

Three kinds of classificatory decisions that might be made using criterion-referenced tests (CRTs) are described, and methods to appraise the validity of each are subsequently discussed. Decisions that entail predictive, descriptive, and evaluative classifications comprised the three kinds of decisions described. Predictive classifications entail…

Basic issues in criterion-referenced measurement are addressed. In section II, issues involved in determining what a person does and can do are considered. A preliminary analysis of "can" is given which shows that there are several important senses of "can". In section III, results of an analysis of "ability" are…