The author stresses that diagnosis is desirable only when it leads to special education intervention. Diagnosis in a service vacuum is seen to be unnecessary and frustrating for parents and teachers of handicapped children. It is also emphasized that assessment of intraindividual differences is more valuable than that of interindividual…

Criterion-referenced testing is designed to determine the student's ability to perform a specified skill within a comprehensive task. To measure the student's degree of development or growth, a teacher-made test is used. This test is used as criterion-referenced in the measuring of a student's degree of achievement of specified behaviors within a…

Eight papers on various aspects of criterion-referenced measurement presented at the 1972 AERA Conference are reviewed. A list of the papers reviewed, their authors, and, when applicable, the ED numbers is provided. In addition, 10 references considered as valuable are provided. (DB)

Three types of evaluation used in program evaluation and the type of instrument or measure used are discussed. The three types of evaluation are: comparison group evaluation, analysis of learner outcome or product objectives, and process evaluation. Measurements employed are either direct or indirect. Most measurement in education is usually…

Research studies that have investigated the use of mastery testing models and other related techniques are examined. A review of the procedures suggested for setting the pass fail point is also discussed. (Author/DEP)

"Content validity" has been widely but unwisely hailed as a solution to many problems in employee selection. The author argues that sampling from content domains cannot logically be substituted for criterion related validity. He suggests that evaluations of scores be based on the principle of construct validation. (Editor/RK)

Describes the weakness of norm-referenced standardized tests and encourages teachers to use criterion-referenced tests in their place. (DD)

Report discusses the construction of criterion- referenced tests and comments on future work with criterion-referenced tests. (Editor)

The author describes an assessment model which applies a databased, criterion-referenced formative testing approach to define learning problems, determine teaching strategies, and evaluate progress in learning disabled students. Three case studies illustrate the procedures for implementing the approach. (SB)

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 Tribal American Consulting Corporation (TACC) has been working toward development of both a special educational program for preschool Native American children in Los Angeles and a suitable evaluation program for these urban Indian children. (JC)

The validity of recent recommendations regarding the use of certain factors of the 16 Personality Factor Questionnaire (16PF) to select persons for counselor training programs, where the CERS was the criterion measure, is challenged. (Author)

The article describes two evaluation methods, with some suggestions about which method is most appropriate for which nursing course. (Author)

This article investigated the design of appropriate measures to assess the outcomes of schooling. (Author/RK)

Attempts to define the relationship between learning and perception and to demonstrate the importance of cognitive readiness for learning. Describes an assessment procedure termed concept referenced testing which relates the above factors. (RK)