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ERIC Number: ED038670
Record Type: RIE
Publication Date: 1970-Mar-2
Pages: 9
Abstractor: N/A
Reference Count: 0
Some Limitations of Criterion-Referenced Measurement.
Ebel, Robert L.
Contrary to the impression which exists in some quarters, criterion-referenced measurements are not a recent development that modern technology has made possible and that effective education requires. The use of criterion-referenced measurements can not be expected to improve significantly our evaluations of educational achievement. The major limitations of criterion-referenced measurements are: (1) they do not tell us all we need to know about achievement; (2) they are difficult to obtain on any sound basis; and (3) they are necessary for only a small fraction of important educational achievements. It is true that norm-referenced measurements of educational achievement need to have content meaning as well as relative meaning. We need to understand not just that a student excells or is deficient, but what it is that he does well or poorly. However, these meanings and understandings are seldom wholly absent when norm-referenced measures are used. They can be made more obviously present and useful it we choose to do so. (KJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: American Educational Research Association, Washington, DC.; Michigan State Univ., East Lansing.
Note: Paper presented at American Educational Research Association Convention, Minneapolis, Minnesota, March 2-6, 1970