By William A. Mehrens

ISBN-10: 0030304075

ISBN-13: 9780030304071

Offers examples of excellent and terrible try goods to assist the reader arrange larger assessments. Discusses different teacher-made evaluate techniques equivalent to functionality exams and score scales. stories numerous standardized exams.

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Mastery tests are used in programs of individualized instruction, such as the Individually Prescribed Instruction (IPI) program (Lindvall & BoIvin, 1967) or the mastery learning model (Bloom, 1968). These programs are composed of units or modules, usually considered hierarchical, each based on one or more instructional objectives. Each individual is required to work on the unit until he has achieved a specified minimum level of achievement. Then he is considered to have "mastered" the unit. In such programs instructional decisions about a student are not dependent on how his performance compares to others.

They wish to use the absolute notion of interpretation and have coined a term for it-criterion-referenced (CR) interpretation. But if one is to make this type of absolute interpretation, the test must have certain properties. Thus, there seem to be two major types of distinctions made between NRM and CRM. Some talk about the distinction between NRM and CRM in terms of the method of referencing the score. Others talk about the difference in the kinds of tests. There are many subcategories within each of these types.

No very useful information can be obtained regarding degree of proficiency above or below the cutting score. A related use of criterion-referenced testing is minimum competency testing. As mentioned in Chapter 1, we will discuss this issue in Chapter 22. Minimum competency testing is one area where cutting scores are set, and degrees of performance above the cutoff are not considered in making promotion, graduation, or certification deCISIOns. Licensure tests for teachers are considered criterion-referenced.

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Measurement and evaluation in education and psychology by William A. Mehrens


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