The development of the English as a Second Language Assessment Battery (ESLAB) was based on needs indicated by achievement and placement statistics. The selection of the proficiency skills (listening, speaking, reading, and writing) was supported by changing views in language assessment and by legislation. Andrew D. Cohen's language model was…

The paper investigates and analyses the current state of the art of criterion-referenced measurement (CRM), with a view to determining its use in training and instructional programs. It presents a reveiw of the literature pertaining to the following aspects: a brief history of CRM; a definition and comparison of criterion-referenced and…

The success of objectives-based programs depends to a considerable extent on how effectively students and teachers assess mastery of objectives and make decisions for future instruction. While educators disagree on the usefulness of criterion-referenced tests the position taken in this monograph is that criterion-referenced tests are useful, and…

A set of pilot performance reference scales was developed based upon airborne Audio-Video Recording (AVR) of student performance in T-37 undergraduate Pilot Training. After selection of the training maneuvers to be studied, video tape recordings of the maneuvers were selected from video tape recordings already available from a previous research…

A comparison is drawn between norm-referenced (or competitive) and criterion-referenced testing procedures as used for the purpose of assessing and grading knowledge gained from teaching. It is argued that competitive or norm-referenced grading practices are sadistic, unethical, statistically unsound, and irrelevant to course objectives.…

Technical advances of the last 15 years in measurement theory and practice are described, notably criterion-referenced testing, item response theory, and computers and testing. Several remaining problems concerning the development and validation of credentialing examinations are also considered. (Author/LMO)

Provides guidelines for teachers writing machine-scored examinations. Explains the use of item analysis (discrimination index) to single test items that should be improved or eliminated. Discusses validity and reliability of classroom achievement tests in contrast to norm-referenced examinations. (JHZ)

A brief review of the types and uses of tests, to aid parents in interpreting their children's test scores, is presented. Tests covered include classroom tests, standardized tests, achievement tests, aptitude tests, norm-referenced tests, and criterion-referenced tests. Issues associated with test reliability and validity are addressed and the…

The concepts of universe of admissible observation and universe of generalization from the generalizability theory were applied to calculate the intraclass correlation coefficient of a licensure test. The internal consistency coefficient of a dichotomously scored test is identical to the intraclass correlation coefficient of a two-facet design.…

A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks at how well the district has defined competency…

Standardized achievement tests are often misused as indicators of a school's quality or effectiveness relative to other schools. This is an incorrect use because it ignores variation among schools in student abilities, family support of education, student mobility, and other factors. People also misuse tests because they impute to them more…

This handbook, in two parts, constitutes a manual prepared by the American Federation of Teachers, for improving teachers' use of standardized tests. Part I outlines basic concepts and issues surrounding standardized testing for teachers, parents and school administrators. The terms norm-referenced tests, criterion referenced tests, minimum…

As a supplement to standardized reading tests, the Philadelphia Public School System prepared three parallel sets of reading tests to meet the following criteria: (1) be suitable for grouping secondary pupils within Title I reading classes; (2) be group administered and machine scoreable; (3) be short enough to be administered in one or two…

The Melbourne Music Evaluation Kit (MEK) was designed to aid teachers of first-year secondary-school music classes to select appropriate curriculum materials related to the music backgrounds of class members, as indicated by scores on the kit. Tests included in the kit are criterion- referenced and are used as a diagnostic tool to measure…

The first four chapters of this report primarily provide an extensive, critical review of the literature with regard to selected aspects of the criterion-referenced and mastery testing fields. Major topics treated include: (a) definitions, distinctions, and background, (b) the relevance of classical test theory, (c) validity and procedures for…