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Journal articles on the topic 'Criterion-referenced assessment'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Hudson, Thom. "TRENDS IN ASSESSMENT SCALES AND CRITERION-REFERENCED LANGUAGE ASSESSMENT." Annual Review of Applied Linguistics 25 (March 2005): 205–27. http://dx.doi.org/10.1017/s0267190505000115.

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Two current developments reflecting a common concern in second/foreign language assessment are the development of: (1) scales for describing language proficiency/ability/performance; and (2) criterion-referenced performance assessments. Both developments are motivated by a perceived need to achieve communicatively transparent test results anchored in observable behaviors. Each of these developments in one way or another is an attempt to recognize the complexity of language in use, the complexity of assessing language ability, and the difficulty in interpreting potential interactions of scale task, trait, text, and ability. They reflect a current appetite for language assessment anchored in the world of functions and events, but also must address how the worlds of functions and events contain non skill-specific and discretely hierarchical variability. As examples of current tests that attempt to use performance criteria, the chapter reviews the Canadian Language Benchmark, the Common European Framework, and the Assessment of Language Performance projects.

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2

Turnbull, Jeffrey M. "What Is… Normative versus Criterion-referenced Assessment." Medical Teacher 11, no. 2 (January 1989): 145–50. http://dx.doi.org/10.3109/01421598909146317.

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3

Freeman, Liz, and Andy Miller. "Norm-referenced, Criterion-referenced, and Dynamic Assessment: What exactly is the point?" Educational Psychology in Practice 17, no. 1 (March 2001): 3–16. http://dx.doi.org/10.1080/02667360120039942.

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4

Fabiano-Smith, Leah. "Standardized Tests and the Diagnosis of Speech Sound Disorders." Perspectives of the ASHA Special Interest Groups 4, no. 1 (February 26, 2019): 58–66. http://dx.doi.org/10.1044/2018_pers-sig1-2018-0018.

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Purpose The purpose of this tutorial is to provide speech-language pathologists with the knowledge and tools to (a) evaluate standardized tests of articulation and phonology and (b) utilize criterion-referenced approaches to assessment in the absence of psychometrically strong standardized tests. Method Relevant literature on psychometrics of standardized tests used to diagnose speech sound disorders in children is discussed. Norm-referenced and criterion-referenced approaches to assessment are reviewed, and a step-by-step guide to a criterion-referenced assessment is provided. Published criterion references are provided as a quick and easy resource guide for professionals. Results Few psychometrically strong standardized tests exist for the evaluation of speech sound disorders for monolingual and bilingual populations. The use of criterion-referenced testing is encouraged to avoid diagnostic pitfalls. Discussion Speech-language pathologists who increase their use of criterion-referenced measures and decrease their use of standardized tests will arrive at more accurate diagnoses of speech sound disorders.

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5

Masters, Geoffrey N., and John Evans. "A sense of direction in criterion-referenced assessment." Studies in Educational Evaluation 12, no. 3 (January 1986): 257–65. http://dx.doi.org/10.1016/0191-491x(86)90044-1.

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6

McCauley, Rebecca J. "Familiar Strangers." Language, Speech, and Hearing Services in Schools 27, no. 2 (April 1996): 122–31. http://dx.doi.org/10.1044/0161-1461.2702.122.

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Although frequently used in the assessment and treatment of communication disorders, criterion-referenced measures are often not well understood, making them both familiar and alien—thus, familiar strangers. This article is designed to better acquaint test users with the characteristics associated with the use and evaluation of criterion-referenced measures, particularly as they differ from norm-referenced measures. Guidelines are proposed for the evaluation and selection of standardized criterion-referenced measures as well as for the development and ongoing evaluation of informal criterion-referenced measures.

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7

Brantmeier, Cindy, and Robert Vanderplank. "Descriptive and criterion-referenced self-assessment with L2 readers." System 36, no. 3 (September 2008): 456–77. http://dx.doi.org/10.1016/j.system.2008.03.001.

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8

Simpson, Mary. "Why criterion‐referenced assessment is unlikely to improve learning." Curriculum Journal 1, no. 2 (September 1990): 171–83. http://dx.doi.org/10.1080/0958517900010205.

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Tay, Kai Meng, and Chee Peng Lim. "A fuzzy inference system-based criterion-referenced assessment model." Expert Systems with Applications 38, no. 9 (September 2011): 11129–36. http://dx.doi.org/10.1016/j.eswa.2011.02.158.

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Wilhelm, Kim Hughes. "Combined Assessment Model for EAP Writing Workshop: Portfolio Decision-Making, Criterion-Referenced Grading, and Contract Negotiation." TESL Canada Journal 14, no. 1 (October 26, 1996): 21. http://dx.doi.org/10.18806/tesl.v14i1.675.

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An assessment model that combines portfolio decision-making with criterion-referenced grading is described as applied in an EAP (English for Academic Purposes) pre-university ESL writing program. In this model, portfolio decision-making is combined with criterion-referenced assessment. The portfolio concept is valuable in that learners are encouraged to "own" and to make decisions about their work. At the same time, criterion-referenced assessment allows teachers to set meaningful, consistent standards while encouraging learner self- and peer assessment. Learner involvement may be further encouraged through the use of contract grading and collaborative revision of grading criteria. For academically oriented adult ESL learners, in particular, this assessment scheme encourages learner control while keeping performance-based standards at desirable levels.

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11

Cato, Dennis. "Outside/Inside: Criterion Referenced Assessment and the Behaviorist/Constructivist Dilemma." Paideusis 14, no. 1 (October 30, 2020): 5–14. http://dx.doi.org/10.7202/1072821ar.

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12

Brown, Elise C., J. Lon Kilgore, Duncan S. Buchan, and Julien S. Baker. "A criterion-referenced assessment is needed for measuring child obesity." Research in Sports Medicine 25, no. 1 (November 19, 2016): 108–10. http://dx.doi.org/10.1080/15438627.2016.1258648.

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13

Neil, D. T., D. A. Wadley, and S. R. Phinn. "A Generic Framework for Criterion-referenced Assessment of Undergraduate Essays." Journal of Geography in Higher Education 23, no. 3 (November 1999): 303–25. http://dx.doi.org/10.1080/03098269985263.

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14

DAVIS, ANDREW. "Criterion-referenced Assessment and the Development of Knowledge and Understanding." Journal of Philosophy of Education 29, no. 1 (March 1995): 3–21. http://dx.doi.org/10.1111/j.1467-9752.1995.tb00337.x.

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15

Carlson, Teresa, Doune MacDonald, Trish Gorely, Stephanie Hanrahan, and Robin Burgess-Limerick. "Implementing Criterion-referenced Assessment Within a Multi-disciplinary University Department." Higher Education Research & Development 19, no. 1 (May 2000): 103–16. http://dx.doi.org/10.1080/07294360050020507.

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16

Power, Colin. "Criterion-based Assessment, Grading and Reporting at Year 12 Level." Australian Journal of Education 30, no. 3 (November 1986): 266–84. http://dx.doi.org/10.1177/000494418603000305.

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While the move towards criterion-referenced assessment in Australia represents a step in the right direction, the path is fraught with political and technical hazards. Advocates of criterion-referenced assessment tend to overdraw the distinction between norm and criterion-referenced assessment, and to play down the difficulties inherent in spelling out criteria and setting standards at the Year 12 level. Nevertheless it is a good idea to try to clarify the domains of each subject (integrated structures of knowledge and ability which underly areas of expertise) and to experiment with new tools and technologies being developed by measurement specialists. We must also recognize that we cannot hope to improve the art of assessing the quality of students' work by an infinite expansion along a scientific-technological path in all areas of the curriculum. In many areas, we will always be dependent on the expertise and judgment of connoisseurs, and judgments will always represent an uncertain blend of criteria derived from the subject and the assessors on the one hand, and norms ebbing from those being assessed on the other.

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17

Ratcliffe, Mary. "The Implementation of Criterion‐referenced Assessment in the Teaching of Science." Research in Science & Technological Education 10, no. 2 (January 1992): 171–85. http://dx.doi.org/10.1080/0263514920100205.

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18

Schloss, Patrick J., Maureen A. Smith, Tracy Hoover, and Joy Wolford. "Dynamic Criterion-Referenced Vocational Assessment: An Alternative Strategy for Handicapped Youth." Diagnostique 12, no. 2 (January 1987): 74–86. http://dx.doi.org/10.1177/073724778701200202.

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19

M, Mogapi. "Examinations Wash Back Effects: Challenges to the Criterion Referenced Assessment Model." Journal of Education and e-Learning Research 3, no. 3 (June 1, 2016): 78–86. http://dx.doi.org/10.20448/journal.509/2016.3.3/509.3.78.86.

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Kim, Jongguk. "Analysing Media Discourse on Criterion-Referenced Assessment in the CSAT English Section." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 17 (September 15, 2019): 821–41. http://dx.doi.org/10.22251/jlcci.2019.19.17.821.

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21

FULLERTON, J., D. GREENER, and L. GROSS. "Criterion-referenced competency assessment and the national certification examination in nurse-midwifery." Journal of Nurse-Midwifery 34, no. 2 (March 1989): 71–74. http://dx.doi.org/10.1016/0091-2182(89)90032-3.

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22

Redelius, Karin, and Peter J. Hay. "Student views on criterion-referenced assessment and grading in Swedish physical education." Physical Education & Sport Pedagogy 17, no. 2 (April 2012): 211–25. http://dx.doi.org/10.1080/17408989.2010.548064.

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23

Whalley, W. Brian, and Lyla Taylor. "Using criterion-referenced assessment and ‘preflights’ to enhance education in practical assignments." Planet 20, no. 1 (June 2008): 29–36. http://dx.doi.org/10.11120/plan.2008.00200029.

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Svennberg, Lena, Jane Meckbach, and Karin Redelius. "Swedish PE teachers struggle with assessment in a criterion-referenced grading system." Sport, Education and Society 23, no. 4 (June 22, 2016): 381–93. http://dx.doi.org/10.1080/13573322.2016.1200025.

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25

ABBISS, JANE, and IAIN HAY. "Criterion-Referenced Assessment and the Teaching of Geography in New Zealand Universities." New Zealand Journal of Geography 94, no. 1 (May 15, 2008): 2–5. http://dx.doi.org/10.1111/j.0028-8292.1992.tb00430.x.

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26

Byrne, Marie E., Thomas A. Crowe, and Pamela S. Griffin. "Pragmatic Language Behaviors of Adults Diagnosed with Chronic Schizophrenia." Psychological Reports 83, no. 3 (December 1998): 835–46. http://dx.doi.org/10.2466/pr0.1998.83.3.835.

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35 adults diagnosed with schizophrenia provided samples of narrative and conversational discourse and completed a criterion-referenced test of pragmatic language ability. There was a significant relationship between performance on pragmatic language tasks and perceived over-all functioning of schizophrenic subjects as measured by psychological assessment. Subjects who were perceived as functioning at low levels on the Global Assessment of Functioning Scale from the Diagnostic and 1994 Statistical Manual of Mental Disorders had low self-disclosure in conversation, produced less information in narratives, and produced more nonscorable items on a criterion-referenced test of pragmatic language. Appropriateness of speech suprasegmentals was also related to patients' perceived effectiveness as communicators as well as to their perceived over-all functioning as measured by the Global Assessment of Functioning Scale.

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27

Heron, Timothy E., and William L. Heward. "Ecological Assessment: Implications for Teachers of Learning Disabled Students." Learning Disability Quarterly 11, no. 3 (August 1988): 224–32. http://dx.doi.org/10.2307/1510767.

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Results obtained from normative or criterion-referenced assessments are sufficient to determine the starting point for most students' academic or social instruction. However, some students' learning/behavior difficulties are subtle and complex and, thus, necessitate a more global assessment to ensure the most appropriate instructional approach. This paper discusses the rationale for conducting an ecological assessment, a model for conceptualizing ecological assessment data, factors affecting student performance, sources of ecological assessment data, and implications of such data for the teacher of learning disabled students.

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28

Ellis, Leonie, and Jo-Anne Kelder. "Individualised marks for group work: Embedding an ePortfolio criterion in a Criterion Referenced Assessment (CRA) rubric for group-work assessment." Education for Information 29, no. 3-4 (December 22, 2012): 219–27. http://dx.doi.org/10.3233/efi-130935.

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Mazaieva, I. A. "THE COMPETENCE-BASED FOCUSED FORMS OF ESTIMATION OF PROFESSIONAL FOREIGN-LANGUAGE COMMUNICATIVE COMPETENCE (CRITERIA ESTIMATION)." MGIMO Review of International Relations, no. 5(32) (October 28, 2013): 84–89. http://dx.doi.org/10.24833/2071-8160-2013-5-32-84-89.

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The article contains a description of an experimental criterion referenced assessment marking schemes design based on the theory of the socio-cultural approach to cognitive development (Zimnaya I.A.). The article envisages the progress in ESP writing and speaking skills as a part of cognitive development and suggests a cognitive development oriented progression of communication tasks necessary to reach the required ESP learning outcomes - communicative competence in ESP. It also contains a pedagogical strategy of developing criteria-referenced descriptors of performance assessment which serve as guidelines for teachers as well as a strategy of developing checking lists for students. The article provides some significant insights into the effect of criteria- referenced assessment on teacher and student development.

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30

Jacobs, Tricia. "Integrating Assessment in Problem-Focused Curricula." British Journal of Occupational Therapy 60, no. 4 (April 1997): 174–78. http://dx.doi.org/10.1177/030802269706000409.

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The value of traditional assessments, such as examinations and multiple-choice questions, has long been questioned by educationalists. The use of varied, criterion-referenced assessments for the health professions shows advantages for the learning processes of tertiary students. Little has been written in the past 15 years on the assessment strategies compatible with a problem-based learning course. The literature depends on individual academics' experiences and feedback from students. This article outlines a variety of assessment procedures which can be used within occupational therapy courses, enhancing the learning of the students and encouraging a non-competitive, peer-support process of deep learning and assessment.

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31

Ricketts, Chris. "A plea for the proper use of criterion-referenced tests in medical assessment." Medical Education 43, no. 12 (December 2009): 1141–46. http://dx.doi.org/10.1111/j.1365-2923.2009.03541.x.

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32

Bradt, David A., and Christina M. Drummond. "Professionalization of Disaster Medicine—An Appraisal of Criterion-Referenced Qualifications." Prehospital and Disaster Medicine 22, no. 5 (October 2007): 360–68. http://dx.doi.org/10.1017/s1049023x00005069.

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AbstractThe landmark Humanitarian Response Review, commissioned by the United Nations Emergency Relief Coordinator in 2005, has catalyzed recent reforms in disaster response through the Inter-Agency Standing Committee. These reforms include a “cluster lead” approach to sectoral responsibilities and the strengthening of humanitarian coordination. Clinical medicine, public health, and disaster incident management are core disciplines underlying expertise in disaster medicine. Technical lead agencies increasingly provide pre-deployment training for selected health personnel. Moreover, technical innovations in disaster health sciences increasingly are disseminated to the disaster field through multi-agency initiatives, such as the Standardized Monitoring and Assessment of Relief and Transitions (SMART) initiative.The hallmark qualification of competency to render an informed opinion in the health specialties remains specialty board certification in North American healthcare traditions, or specialty society fellowship in British and Australasian healthcare traditions. However, disaster incident management training lacks international consensus on hallmark qualifications for competency. Disaster experience is best characterized in terms of months of fulltime, hands-on field service. Future practitioners in disaster medicine will see intensified efforts to define competency benchmarks across underlying core disciplines as well as key field performance indicators.Quantitative decisionsupport tools are emerging to assist disaster planners and medical coordinators in their personnel selection.

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33

Makovskaya, Liliya Germanovna. "APPROACHES TO ASSESSING LANGUAGE SKILLS AT HIGHER EDUCATIONAL INSTITUTIONS." EurasianUnionScientists 7, no. 7(76) (August 20, 2020): 18–23. http://dx.doi.org/10.31618/esu.2413-9335.2020.7.76.945.

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Language assessment is widely discussed by specialists in applied linguistics and higher education. A growing body of literature has investigated the selection of appropriate scoring scales to be used in different teaching contexts. Given the significance of assessment in higher educational institutions, the article considers main approaches to testing language skills. It is explained that in the norm-referenced approach, students’ scores are shown in the relationship to other students in the group, university, or country. In the criterion-referenced approach, learners’ skills are assessed against a set of specific criteria. The article discusses the scoring scales for language assessment. Specifically, the holistic marking is based on the lecturers’ overall impression of the language assignment. University teachers assess language tasks analytically when they address each criterion separately. The article provides several recommendations for language teachers and increases awareness about the importance of developing marking scales for ensuring quality assessment in the university.

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Cumming, Alister. "LANGUAGE ASSESSMENT IN EDUCATION: TESTS, CURRICULA, AND TEACHING." Annual Review of Applied Linguistics 29 (March 2009): 90–100. http://dx.doi.org/10.1017/s0267190509090084.

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Over the past decade, many concerted policy efforts have aimed to change the status and functions of language assessment in school systems or higher education, redefining relationships among language tests, curriculum policies, and classroom teaching practices. Conventionally, formal language tests describe individual proficiency levels in reference to normative standards for purposes of certifying abilities; screening applicants for higher education, employment, or immigration decisions; or monitoring the results of educational systems. Recently, many curriculum policies have been reconceptualized in reference to attainment or benchmark standards that specify (usually functional, communicative) goals for language education, learners' achievements, and program accountability. These innovations have adopted principles of criterion-referenced rather than norm-referenced assessment, creating new relations (as well as dilemmas) between language assessment and new curriculum policies, highlighting the nature of language assessment practices in programs, classrooms, or other learning contexts, particularly the foundation bases for defining language proficiency, alignment between assessments and curricula, the formative purposes of assessment in pedagogy, and the situations and interests of particular learner populations.

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35

O'Donovan, Berry, Margaret Price, and Chris Rust. "The Student Experience of Criterion-Referenced Assessment (Through the Introduction of a Common Criteria Assessment Grid)." Innovations in Education and Teaching International 38, no. 1 (January 2001): 74–85. http://dx.doi.org/10.1080/147032901300002873.

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36

Varney, Andrew, Christine Todd, Susan Hingle, and Michael Clark. "Description of a Developmental Criterion-Referenced Assessment for Promoting Competence in Internal Medicine Residents." Journal of Graduate Medical Education 1, no. 1 (September 2009): 73–81. http://dx.doi.org/10.4300/01.01.0012.

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37

Jee, Tze Ling, and Kai Meng Tay. "Enhancing a Fuzzy Inference System-Based Criterion-Referenced Assessment with an Analogical Reasoning Schema." Procedia - Social and Behavioral Sciences 56 (October 2012): 12–21. http://dx.doi.org/10.1016/j.sbspro.2012.09.627.

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38

Butler, Jim, and Leo Bartlett. "School-based criterion referenced assessment and curriculum design: Some comments on the Queensland scheme." Studies in Educational Evaluation 15, no. 1 (January 1989): 91–107. http://dx.doi.org/10.1016/0191-491x(89)90025-4.

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39

Giraldo, Frank. "Statistics for Classroom Language Assessment: Using Numbers Meaningfully." July/December 27, no. 2 (August 31, 2020): 135–55. http://dx.doi.org/10.19183/how.27.2.541.

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Large-scale language testing uses statistical information to account for the quality of an assessment system. In this reflection article, I explain how basic statistics can be used meaningfully in the context of classroom language assessment. The paper explores a series of statistical calculations that can be used to examine test scores and assessment decisions in the language classroom. Therefore, interpretations for criterion-referenced assessment underlie the paper. Finally, I discuss limitations and include recommendations for teachers to use statistics.

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40

Hammett, Roberta F. "Assessment and New Literacies." E-Learning and Digital Media 4, no. 3 (September 2007): 343–54. http://dx.doi.org/10.2304/elea.2007.4.3.343.

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This article argues that if multimodal and new literacies are to become common practices in schools, they have to be included in both school and provincial/state large-scale assessment programmes. Building on current criterion-referenced testing in Newfoundland and Labrador which assesses a range of literacies (viewing, reading, writing, representing, speaking and listening), the article suggests criteria which might be considered in developing holistic and analytic rubrics for assessing new literacies in ways that are productive for learners. The article describes an interactive website that may be used to familiarize teachers and education students with rubrics for assessing children's written and graphic responses to linguistic, graphic and spoken texts.

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41

Mok, Jeffrey Chi Hoe, and Anita Ann Lee Toh. "Improving the ability of qualitative assessments to discriminate student achievement levels." Journal of International Education in Business 8, no. 1 (May 5, 2015): 49–58. http://dx.doi.org/10.1108/jieb-12-2013-0048.

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Purpose – This paper aims to investigate the use of blind marking to increase the ability of criterion-referenced marking to discriminate students’ varied levels of knowledge and skill mastery in a business communication skills course. Design/methodology/approach – The business communication course in this study involved more than 10 teachers and 350 students each semester. Data were collected from four semesters of assignment grades to compare the distribution of grades in semesters that used blind marking and in the one that did not (the control group). The standard deviations of marks for each assignment were calculated and compared. Findings – Findings show that blind marking contributed to a wider spread of marks. The study concludes that blind marking, when implemented together with criterion-referenced marking rubrics, can improve the ability of qualitative assessments to discriminate student achievement levels. Originality/value – Research in the use of criterion-referenced marking rubrics has revealed that assessing with marking rubrics resulted in a wider range of marks awarded because assessors felt that the rubrics helped them make more objective judgments of students’ work (Kuisma, 1999). By this token, it could be argued that because blind marking allows more objective judgment of students’ work (by reducing rater bias), it seems to reason that marks might be awarded on a wider range of the marking scale. However, current literature on blind marking and grade/mark dispersion has yet to reveal a study on whether blind marking is able to increase the spread of marks, and therefore, indicate that an assessment instrument is effective is discriminating a range of student achievement levels. This paper should add to the current research on higher quality of educational assessments.

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42

Plante, Elena. "Observing and Interpreting Behaviors." Language, Speech, and Hearing Services in Schools 27, no. 2 (April 1996): 99–101. http://dx.doi.org/10.1044/0161-1461.2702.99.

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Assessment validity relates not to the tests used or the analyses performed, but to the interpretations clinicians assign to results. The method used by a clinician to assess behavior is only valid in so far as it is appropriate for a particular purpose and can be interpreted with a high degree of confidence. The "appropriateness" of a measure and the degree of confidence in its interpretation is determined by the extent to which the content, psychometric properties, and ecological relevance all support a particular use. The articles in this clinical forum provide models for examining how behaviors are observed and interpreted through norm-referenced tests, criterion-referenced tests, and observational assessment methods.

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Jewels, Tony, Marilyn Ford, and Wendy Jones. "What Exactly Do You Want Me To Do? Analysis of a Criterion Referenced Assessment Project." Journal of Information Technology Education: Research 6 (2007): 311–26. http://dx.doi.org/10.28945/218.

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Bailey, E. J., and Diane Bricker. "A Psychometric Study of a Criterion-Referenced Assessment Instrument Designed For Infants and Young Children." Journal of the Division for Early Childhood 10, no. 2 (April 1986): 124–34. http://dx.doi.org/10.1177/105381518601000204.

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45

O'Neill, Geraldine. "The Development of a Standardised Assessment of Hand Function." British Journal of Occupational Therapy 58, no. 11 (November 1995): 477–80. http://dx.doi.org/10.1177/030802269505801110.

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A new assessment of hand function, the O'Neill Hand Function Assessment, has recently been developed on an Irish adult population. The assessment is based on a commonly used grip classification of the hand and it also contains a non-prehensive section. There are eight tasks In the final version of the assessment. The instructions allow for a description of both the manner of performance (criterion-referenced section) and the speed of performance (norm-referenced section) of the tasks in the assessment. Reliability studies have been performed on the tasks in the assessment, with high inter-rater reliability (0.96–0.99) and moderate test re-test reliability (0.54–0.79). There is also a description of the validity of the assessment and the total score in the assessment appears to correlate highly with the Nine Hole Peg Test (0.98). The normative data for the speed section are based on 140 non-disabled adults. The assessment has also been applied to 38 orthopaedic and rheumatology patients. The O'Neill Hand Function Assessment appears to fulfil the basic criteria for a standardised assessment.

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46

Nott, Melissa T., Christine Chapparo, and Robert Heard. "Reliability of the Perceive, Recall, Plan and Perform System of Task Analysis: A criterion-referenced assessment." Australian Occupational Therapy Journal 56, no. 5 (October 2009): 307–14. http://dx.doi.org/10.1111/j.1440-1630.2008.00763.x.

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47

Mohiudddin, Khalid, Ashiquee Mohammad Rasool, Mansoor Shariff Mohd, and Rashid Hussain Mohammad. "Skill-Centered Assessment in an Academic Course: A Formative Approach to Evaluate Student Performance and Make Continuous Quality Improvements in Pedagogy." International Journal of Emerging Technologies in Learning (iJET) 14, no. 11 (June 14, 2019): 92. http://dx.doi.org/10.3991/ijet.v14i11.10275.

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Practices in domain-referenced assessment design and formative course evaluation are not common in still-developing, higher education systems around the world. This paper demonstrates skill-centered assessment and instructional design as a method for evaluating students’ skills performances, and demonstrates how to use the overall results for improving the quality of instruc-tion in a course in computing education. It applies a case study method, describ-ing assessment methods linked to, targeted learning skills and learning domains. The measurements were carried out by the course instructor, adopting a replicable analytic approach. The measured outcomes on each skill provided specific information to guide actions by teachers, to improve course delivery. Results suggest important indicators for teachers to stress in the next cycle of course de-livery in which the students were weak. The study demonstrates an easy-to-apply approach in skill-centered assessment, starting with assessments linked to learning domains, as a means for promoting best practices in formative evaluation in the field of computer education. While the essential principles of this method date back to the literature on criterion-referenced testing and instructional design, the systematic process produces results to support quality improvements in higher education settings where such methods are not the norm.

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48

Sigafoos, Jeff, David A. Cole, and Ralph J. McQuarter. "Current Practices in the Assessment of Students with Severe Handicaps." Journal of the Association for Persons with Severe Handicaps 12, no. 4 (December 1987): 264–73. http://dx.doi.org/10.1177/154079698701200402.

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Little if any documentation exists regarding the types of tests currently used with students with severe handicaps. The purpose of this study was to estimate the frequency with which specific tests were administered to public school children with severe handicaps. The cumulative school files of 143 students (ages 6 years 5 months to 20 years 10 months) with severe handicaps from five metropolitan school districts were examined to determine what tests were administered to these students. Reliability, validity, norming characteristics, and the type of test for each device was determined. Results of the investigation indicated that (a) there is a lack of technically adequate norm-referenced tests appropriate for students with severe handicaps, (b) the technical adequacy of tests does not appear to be a major determinant in the selection of tests, and (c) criterion-referenced tests and adaptive behavior measures are used less frequently than suggested by the literature. Continued documentation of current assessment practices is recommended to determine the generality of the findings, the prevalence of alternative strategies, and the variables that influence current practices.

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Patterson, Brian F., Stefanie A. Wind, and George Engelhard. "Incorporating Criterion Ratings Into Model-Based Rater Monitoring Procedures Using Latent-Class Signal Detection Theory." Applied Psychological Measurement 41, no. 6 (March 27, 2017): 472–91. http://dx.doi.org/10.1177/0146621617698452.

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This study presents a new criterion-referenced approach for exploring rating quality within the framework of latent-class signal detection theory (LC-SDT) that goes beyond commonly used reliability indices, and provides substantively meaningful indicators of rater accuracy that can be used to inform rater training and monitoring at the individual rater level. Specifically, this study illustrates a flexible application of restricted LC-SDT modeling, in which restrictions can be specified for the true latent classification to reflect the unique characteristics of a particular assessment context. While the LC-SDT modeling framework provides immediately useful characterizations of raters’ behavior, the restricted LC-SDT offers complementary evidence to further support the monitoring of rater behavior by bringing criterion ratings to bear. This study uses ratings from a large-scale writing assessment, and findings suggest that the criterion (i.e., restricted) LC-SDT provides useful information about rating quality for operational raters relative to criterion ratings, which may ultimately inform rater training and monitoring procedures.

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Plowman, Sharon A., Charles L. Sterling, Charles B. Corbin, Marilu D. Meredith, Gregory J. Welk, and James R. Morrow. "The History of FITNESSGRAM®." Journal of Physical Activity and Health 3, s2 (January 2006): S5—S20. http://dx.doi.org/10.1123/jpah.3.s2.s5.

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Initially designed by Charles L. Sterling as a physical fitness “report card” FITNESSGRAM® / ACTIVITYGRAM® is now an educational assessment and reporting software program. Based on physiological/epidemiological, behavioral, and pedagogical research, FITNESSGRAM is committed to health-related physical fitness, criterion-referenced standards, an emphasis on physical activity including behavioral based recognitions, and the latest in technology. The evolution of these major concepts is described in this history of FITNESSGRAM.

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