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ERIC Number: ED293878
Record Type: RIE
Publication Date: 1988-Mar-17
Pages: 42
Abstractor: N/A
Reference Count: 0
An Educators' Field Guide to CRT Development and Use in Objectives Based Programs.
Nasca, Donald
A basic understanding of criterion-referenced test (CRT) use and development is presented with definitions and characteristics of CRTs. The steps necessary to construct and validate a CRT, the appropriate use of CRTs, the historical development of CRTs, and terms used in conjunction with CRTs are discussed. The most common definition of a CRT is a sample of items yielding information directly interpretable with respect to a well-defined domain of tasks and specified performance standards. The major differences from norm-referenced tests are in development and interpretation. If a test has not been normed and the test items assess performance specified in objectives, it is a CRT. CRTs test only what has been taught and are curriculum aligned. CRTs are used to obtain examinee scores with some absolute meaning relative to a district curriculum. Validity, reliability, discrimination, and the degree of difficulty of CRTs are discussed. CRTs must be field tested on repeated occasions if initial use produces undesirable statistical properties. The possibility of repeated testing should be built into any plan for CRT development. A 38-item reference list is included. (SLD)
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A