Seventeen handicapped and nonhandicapped preschool children were given both the norm referenced Gesell Developmental Schedules and the criterion based HICOMP progress measure on a quarterly (10 week) basis. (Author/SBH)

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)

Considered is the improvement of criterion-referenced measurement as applied to individual and group assessment of handicapped and normal children. (DB)

Presents simplified methods for deriving estimates of the consistency of criterion-referenced, English-as-a-Second-Language tests, including (1) the threshold loss agreement approach using agreement or kappa coefficients, (2) the squared-error loss agreement approach using the phi(lambda) dependability approach, and (3) the domain score…

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

Teachers of the hearing impaired must be able to evaluate language growth in ways that can guide teaching and curriculum development. (Author)

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)

The research literature on open education has reported various studies describing and qualifying the term "open" in education and in attitudes of teachers involved in such programs. To date, very few large scale endeavors to assess student achievement in open education have been completed. Studies which have been done have not shown the hoped for…

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,…

Procedures for establishing standards and determining the number of items needed in criterion referenced measures were reviewed. Discussion of setting a passing score was organized around: performance of others, item content, educational consequences, psychological and financial costs, and error due to guessing and item sampling. (Author)

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…

A multimedia test developed in the Criminal Investigator Supervisor's block of the Officer Advanced Course at the U.S. Army Military Police School for the 1972 sessions. (Author)

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)

In choosing between criterion-referenced and norm-referenced measurement strategy we should consider the nature of the decisions to be based on the resulting scores. If the decision involves selecting some fixed quota from the high (or low) end of an available competence continuum, then norm-referenced measurement is indicated. If, however, the…