Thirty states which administer criterion-referenced tests to students with visual impairments were surveyed to determine types of accommodations they allowed in their testing programs. The survey addressed aspects of the test setting, test scheduling, test directions, test format, answer mode, and mechanical and nonmechanical aids. (Author/JDD)

Standards-based score reports interpret test performance with reference to cut scores defining categories like "below basic," "proficient," or "master." This article first develops a conceptual framework for validity arguments supporting such interpretations, then presents three applications. Two of these serve to introduce new standard-setting…

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)

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

Correlations between predicted averages and actual grades in four universities were compared with those based on current data. A loss on the average of .10 occured in the accuracy of the correlation. The author recommends that prediction studies should not be done every year but on an as-needed basis. (Author)

The Vocational Performance Sample (VPS), a vocational assessment instrument for the severely retarded, integrates norm referenced technology with current innovations in domain referenced tests and learning potential assessment. The domains are based on a systematic sampling of types of training procedures and types of discriminations and/or…

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)

As part of a broad exploratory research project, both norm-referenced and criterion-referenced measures were utilized as child outcome measures for a group of 49 intellectually handicapped children aged from 12 to 48 months who participated in eary intervention programs. Findings suggested that criterion-referenced measures are more sensitive to…

Health education researchers have occasionally used measuring tools inappropriately. Test validity and the use of criterion-referenced tests are discussed in view of this need to improve health education research. Also described are handbooks containing measuring devices for the use of health education researchers. (CJ)

The article outlines (in question and answer form) a procedure for estimating the treatment validity of a special education test and used two tests as examples. (PHR)

This study examined whether distractor choices functioned differently for students without learning disabilities than they functioned for students with learning disabilities who received no accommodation, students with learning disabilities who received a read-aloud accommodation, and students with learning disabilities who received some form of…

The study examined psychometric properties of the Comprehensive Early Evaluation and Programming System (CEEPS), a criterion-referenced instrument designed for handicapped children birth to 3 years old. The instrument was intended to provide specific information to develop program objectives across a range of developmental areas and to assess…

The use of the regression equation derived from the Anglo-American sample to predict grades of Mexican-American students resulted in overprediction. An examination of the standardized regression weights revealed a significant difference in the weight given to the Scholastic Aptitude Test Mathematics Score. (Author/BB)

Urges educators in reading to get on with the task of improving assessment programs and evaluation procedures. (RB)