Fifty years ago, Robert Glaser introduced the concept of criterion-referenced measurement in an article in American Psychologist. Its early proponents predicted that this measurement strategy would revolutionize education. But has it lived up to its promise? W. James Popham explores this question by looking at the history of criterion-referenced…

The Detroit (Michigan) High School Proficiency Program emphasizes instruction as well as testing. (Author)

Argues that customized criterion-referenced tests produced for use by particular school systems are preferable to "off-the-shelf" criterion-referenced tests or standardized norm-referenced tests, and briefly discusses some of the problems related to developing effective customized criterion-referenced tests. (JG)

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,…

Describes two types of criterion-referenced testing that districts can use to measure achievement outcomes of their instructional programs: a random sampling assessment plan and an item-response theory assessment plan. (Author/JM)

Too many report cards have grades and comments that are encoded and not standard referenced. To ease parents' confusion, reports should clearly distinguish between standard- and norm-referenced achievement, express teachers' judgments about student progress, consider longitudinal standards, identify strengths and weaknesses, distinguish between…

Outcome-based education is rooted in earlier ideas, such as Tyler's objectives, Spady's outcomes, Glaser's criterion-referenced measurement, Bloom's mastery learning, 1970s accountability concerns, and the 1960s competency-based education movement. Minnesota's experience suggests various practical implementation challenges concerned with…

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)

Educators can develop fair and accurate standards-based grading/reporting by switching to criterion-referenced grading practices; using differentiated criteria (denoting product, process, and progress); clarifying the purpose of each reporting tool; and developing a reporting form that identifies standards, facilitates interpretation, and…

Briefly describes a comprehensive reading program based on the ideas of mastery learning. (Author/JM)

School districts are increasingly instituting kindergarten retention policies and establishing readiness and pre-first-grade transition programs. Using readiness tests to classify, promote, and retain children is inappropriate and costly. Various high stakes tests are reviewed and alternative strategies suggested. Includes 18 references. (MLH)

A collage of excerpts about the Florida Minimum Competencies Testing Program. (Author/MLF)

This article first describes the growing trend of using criterion referenced tests, and then explores the need for setting standards for these types of tests. (RC)

The Learning for Mastery approach is clearly more effective than traditional instruction, but individualized programs are better than group-based ones. Students master more objectives with mastery learning because their level of participation is higher. (Author)