This article reviews Assessing Comprehension and Communication in English State-to-State for English Language Learners ("ACCESS for ELLs"[R]), which is a large-scale, high-stakes, standards-based, and criterion-referenced English language proficiency test administered in the USA annually to more than 840,000 English Language Learners (ELLs), in…

Accurate measures of youth fitness are needed by researchers and practitioners. Evidence of validity and reliability are essential before results of youth fitness tests can be used to make sound decisions. This article describes a three-stage paradigm for validation research and provides guidance for conducting and understanding norm-referenced…

Though domain-oriented and norm-referenced tests are appropriate for some situations, objective-oriented and criterion-referenced tests must be used to gather additional information. Objectives for such tests must include a statement of the desired performance, the test conditions, and the standards of acceptance. When tests are constructed the…

Brantmeier [Brantmeier, C., 2006. "Advanced L2 learners and reading placement: self-assessment, computer-based testing, and subsequent performance." 'System 34" (1), 15-35] found that self-assessment (SA) of second language (L2) reading ability is not an accurate predictor for computer-based testing or subsequent classroom performance. With 359…

A historical description and chronological account of an experience in which an urban school system adopted a criterion-referenced testing program through contract with a publisher is given. A proposal was developed, objectives reviewed, and tests constructed and reviewed. Reports and training programs for school staff were also developed. The…

A filmstrip with associated audio track has been developed to cover the major planning steps in the development of a measurement instrument such as a test or questionnaire. The filmstrip addresses the following six questions: Why am I testing? What should I test? Whom am I testing? What kinds of questions should I use? How long should my test be?…

"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)

The construction of test items, the purposes of testing and criterion-referenced testing are topics debated by two researchers. (CP)

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

A description of a method used with criterion referenced tests which is designed to reduce guessing. (HB)

This paper describes three classification criterion tasks and the rationale for their selection. A set of parameters is defined and then used to describe the item format for the test. The test format and content domain are presented and discussed. Sample testing directions and materials are appended. (Author)

Procedures for establishing standards and determining the number of items needed in criterion-referenced measures are reviewed. The discussion of setting a passing score is organized around five factors: performance of others, item content, educational consequences, psychological and financial costs, and measurement error. Classical test theory,…

An attempt to outline the simplest framework for achievement testing that shows the relationship between achievement tests and the instructional programs, and to show how achievement testing may be implemented within this framework. (Author/DEP)

It has been argued that item variance and test variance are not necessary characteristics for criterion-referenced tests, although they are necessary for norm-referenced tests. This position is in error because it considers sample statistics as the criteria for evaluating items and tests. Within a particular sample, an item or test may have no…

Discussed is the application of criterion referenced measurement techniques to the learning program of the learning disabled elementary school child. (DB)