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ERIC Number: ED171762
Record Type: RIE
Publication Date: 1976
Pages: 10
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Classroom Implications of Criterion-Referenced Tests. Curriculum--Instruction--Evaluation.
Popham, W. James
Criterion-referenced and norm-referenced tests are compared, and norm-referenced tests are found to have inadequacies as a basis for evaluation or instructional improvement. Disadvantages of norm-referenced tests, which measure a student's performance relative to the performance of other students, are: (1) mismatches between local curriculum and what is measured by standardized tests; (2) anxiety and frustration caused by imprecise knowledge of needed skills improvement; and (3) tendency to omit test items which measure the knowledge teachers consider most important, in order to obtain a large degree of response variance. Advantages of well-constructed criterion-referenced tests include pinpointing necessary curriculum changes; devising effective instructional sequences to attain needed competencies through task analysis, task description, and practice; and aiding in course evaluation. Criterion-referenced tests may be obtained from one of several sources: commercial test publishers, local school district production, or test development agencies. Attributes of well-constructed criterion-referenced tests include a description of what the measured performance means; a sufficient number of test items to measure each specified behavior, and reliability and validity. (MH)
Instructional Objectives Exchange, P. O. Box 24095, Los Angeles, California 90024 ($2.95)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Instructional Objectives Exchange, Los Angeles, CA.
Identifiers: N/A