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ERIC Number: ED050154
Record Type: RIE
Publication Date: 1971-Feb
Pages: 11
Abstractor: N/A
Reference Count: 0
Criterion-Referenced Tests.
Davis, Frederick B.
Confusion has arisen because tests are described as criterion-referenced or norm-referenced. Generally, these terms should apply to scores and not to tests since either type of score may be obtained for any test. Various terms such as absolute scores, fixed-standard scores and mastery-test scores may be more appropriate substitutes for criterion-referenced scores. Mastery-test scores grow out of the historical development of instructional tests allowing the student to demonstrate that certain prescribed skills and practices had been learned. With the advent of individualized instruction in the 1920's, diagnostic tests were developed to determine the already established level of accomplishment. Because instructional materials and accompanying diagnostic and mastery tests were not made generally available, individualized instruction was abandoned in the schools till the 1950's. Today, modern test theory can provide many guidelines to the content validity, length, item format, and scoring of mastery tests. In conclusion, mastery and diagnostic tests should supplement standardized survey tests in educational evaluation; there need be no problem of choosing between them. (CK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association, New York, New York, February 1971