This is a report from the Project on Individually Guided Mathematics, Phase 2 Analysis of Mathematics Instruction. The report outlines some of the characteristics of probability measurement procedures for scoring objective tests, discusses hypothesized advantages and disadvantages of the methods, and reports the results of three experiments…

The Mastery-Learning test model is extended. Methods for estimating prior probabilities are described. The use of an adjustment matrix to transform a probability of mastery measure and empirical methods for estimating adjustment matrix parameters are derived. Adjustment matrices are interpreted as indicators of instructional effectiveness and as…

Raw scores on most standardized educational and psychological assessment instruments acquire meaning only when referenced to a set of norms. Test publishers should clearly describe their norming procedures, including the target population and the sample on which the norms are based. The primary purpose of this report is to illustrate some of the…

This chapter should not only acquaint the reader with the present state of the art on Criterion-Referenced (CR) measurement but also suggest possible directions for further inquiry. The goal of the first part of this chapter is to deal with the definitional dilemma of CR measurement by proceeding from the more traditional view of CR measurement to…