This paper reviews some of the suggested indices of learning and of the problems inherent in gain measures. It then discusses the relevance of criterion-referenced testing and of operationally-defined testing to the measurement of achievement. (Editor)

Several innovations in educational testing are discussed as alternatives to standardized tests. (RC)

A description of the difficulties encountered in constructing a criterion-referenced test to assess end-of-year skills as part of a program evaluation is presented. The problems encountered in preparing the customized test are described in humorous detail. The first problem involved the listening test obtained from a publisher without…

Standardized tests are devised to sort students out, comparing them on a scale from high to low, not to discover what students know. Thus, results of standardized tests are misleading in representing the achievements of educational programs and in comparing one school or school system with another. Criterion tests, however, measure directly and…

The relationship between conservation and achievement is examined on specific tests and test items on the Stanford Achievement Test Battery used in the elementary years. Specifically, performance on two tests (Word Meaning and Arithmetic Concepts) were analyzed according to subjects level of thinking (concrete or formal) for total score,…

Describes a criterion-referenced testing program in the elementary schools of Evanston, Illinois. (IRT)

The "Super Search Reprint" contains a background paper and 152 abstracts on the topic of curriculum-based assessment and curriculum-based measurement. A paper by Mark Shinn and others, titled "Curriculum-Based Assessment: A Comparison of Models" ("School Psychology Review," 1989, volume 18, number 3), presents four…

The investigation tested the mean overall grade level placement of senior students in Louisiana secondary schools for the 1973-74 school session to see if they could meet the same standard that was used for adult students as the prerequisite for General Educational Development (GED) testing for the high school equivalency diploma (that is a…

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)

Student Progress Monitoring (SPM) offers an effective and time-efficient way for teachers and administrators to make informed instructional decisions and quantify students' rate of progress. SPM differs from traditional standardized tests in that it involves administering short tests (typically one to five minutes) frequently, usually one or more…

The increasing relation between domain-referenced measurement and its implications in instruction are discussed with the argument that construction methods available do not guarantee content validity which needs more attention to be effective. Two domain-referenced testing procedures illustrate construction and validity problems. (CM)

Reviews briefly the development of testing since World War II. Presents the criteria for informal and standardized tests, and explains the difference between norm-oriented and criterion-oriented tests. Considers technical aspects of testing, but stresses the importance of pedagogical aspects. (IFS/WGA)