Proliferation of prescriptive models in an "engineering" field is not a sign of its maturity. Quite the opposite. Materials engineering, for example, meets the criterion of parsimony. Sadly, the very large number of models in "instructional design," putatively an engineering field, raises questions about its status. Can the…

Personalized learning (PL) is spotlighted as a way to transform K-12 educational systems. PL customizes learning pace, instructional methods, and learning content to individual students. As much as PL sounds promising and complex, little guidance is available to educators and policymakers about how to effectively design PL. Five essential features…

Professional educators as goal formulators are presented as the responsible agents of accountability. Norm- and criterion-referenced testing are compared and suggestions for accountability and goal development are given. (RAO)

Examines four factors involved in the determination of how many test items should be constructed or sampled for a set of objectives: (1) the type of decision to be made with results, (2) importance of objectives, (3) number of objectives, and (4) practical constraints. Specific guidelines that teachers and evaluators can use and an illustrative…

Criterion referenced testing and methods of setting standards are presented as politically motivated rather than supporting any technological advance in education. (RAO)

Discusses the use of the SAT score for placement into college-level developmental skills programs and the appropriateness of using this type of norm referenced testing in placing students. Criterion referenced tests are suggested for assessing specific student skills necessary for college work. (RAO)

The computerized program which is described is designed to score and analyze multiple-choice examinations, providing prompt and detailed testing information. (RAO)

Summarizes item review in the development of criterion-referenced tests, including logical item review, which examines the match between instructional intent and the items; empirical item review, which examines response patterns; traditional item review; and instructional sensitivity of test items. Twenty-eight references are listed. (MBR)

A multimedia test developed in the Criminal Investigator Supervisor's block of the Officer Advanced Course at the U.S. Army Military Police School for the 1972 sessions. (Author)

Costly state assessment programs present a need for re-appraisal of their function and resulting impact on state programs and individual educational environments. (RAO)

Discusses the construction and use of criterion-referenced student feedback instruments which make specific reference to course objectives and allow the instructor to determine student perceptions on how well these objectives are achieved. (RAO)