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• W329353025 abstract "LOURING the past decade, the notion of criterion-referenced measurement has been popularized in journals and at various scientific meetings. As a product of this movement, the criterion-referenced test (referred to as CRT) has been proposed as an alternative to the more traditional normreferenced test (referred to as NRT). In theory, a CRT is used to identify an individual's status with respect to a previ ously established standard of performance— possibly a behavioral objective. This is con trasted to an NRT in that an individual's performance must be identified with respect to the performance of others on the same test. This distinction has given rise to a substantial amount of research, speculation, and developmental work into the nature and consequences of criterion-referenced measurement. Glaser (1963) proposed that a criterionreferenced measure was related to a student's acquisition of knowledge along a continuum ranging from no proficiency to perfect per formance. He indicated that specific be haviors might be identified as standards for each level of knowledge. Later (Glaser and Nitko, 1971), that definition was clarified by stating that a criterion-referenced test is one constructed to yield measurements which are directly interpretable in terms of specified performance standards. Kriewall (1972) in dicated that a CRT is one in which the items are homogeneous in difficulty for each examinee. Emrick (1971) defined a CRT as not only having items of equivalent difficulty but equality in form and content as well. Carroll (1970) suggested that a CRT yields results which indicate as precisely as possible whether the pupil has achieved the specified goals of the learning task. Ivens (1970) defined a CRT as one composed of items keyed to a set of behavioral objectives. Livingston (1972) felt that it was sufficient to define a CRT as one for which a criterion score is specified without reference to the distribution of the scores in the group. Continuing efforts have been made to delineate the characteristics of a CRT. Popham and Husek (1969) indicated that the basic difference between the two kinds of tests is in the concept of variability. Specifically, they indicated that variability is irrelevant to a CRT. Consequently, they speculated that teachers might encounter difficulty in the interpretation of traditional reliability and validity coefficients. It was" @default.
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• W329353025 date "1973-01-01" @default.
• W329353025 modified "2023-09-23" @default.
• W329353025 title "Criterion-Referenced Measurement: Some Recent Developments." @default.
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