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Relevant bibliographies by topics / Criterion-referenced tests

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Academic literature on the topic 'Criterion-referenced tests'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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Journal articles on the topic "Criterion-referenced tests"

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Montgomery, Patricia C., and Barbara H. Connolly. "Norm-Referenced and Criterion-Referenced Tests." Physical Therapy 67, no. 12 (1987): 1873–76. http://dx.doi.org/10.1093/ptj/67.12.1873.

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Ornstein, Allan C. "Norm-Referenced and Criterion- Referenced Tests: An Overview." NASSP Bulletin 77, no. 555 (1993): 28–39. http://dx.doi.org/10.1177/019263659307755505.

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Tindal, Gerald, Lynn S. Fuchs, Douglas Fuchs, Mark R. Shinn, Stanley L. Deno, and Gary Germann. "Empirical Validation of Criterion-Referenced Tests." Journal of Educational Research 78, no. 4 (1985): 203–9. http://dx.doi.org/10.1080/00220671.1985.10885601.

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Glaser, Robert. "Criterion-Referenced Tests: Part I. origins." Educational Measurement: Issues and Practice 13, no. 4 (2005): 9–11. http://dx.doi.org/10.1111/j.1745-3992.1994.tb00562.x.

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Fabiano-Smith, Leah. "Standardized Tests and the Diagnosis of Speech Sound Disorders." Perspectives of the ASHA Special Interest Groups 4, no. 1 (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 crite

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Plowman, Sharon Ann. "Criterion Referenced Standards for Neurornuscular Physical Fitness Tests: An Analysis." Pediatric Exercise Science 4, no. 1 (1992): 10–19. http://dx.doi.org/10.1123/pes.4.1.10.

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This paper analyzes the determination of the criterion referenced standards for the neuromuscular physical fitness items (sit-ups, sit-and-reach, and pullups) typically included in health related physical fitness test batteries for children and adolescents. Criterion referenced standards should be linked to some specific status on a health criterion that represents an absolute desirable level of that characteristic. Three techniques used to determine and/or validate criterion referenced standards are discussed: the use of empirical data with an established criterion test, the use of empirical

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KANE, MICHAEL T. "THE ROLE OF RELIABILITY IN CRITERION-REFERENCED TESTS." Journal of Educational Measurement 23, no. 3 (1986): 221–24. http://dx.doi.org/10.1111/j.1745-3984.1986.tb00247.x.

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Behuniak, Peter, and Charlene Tucker. "The Potential of Criterion-Referenced Tests With Projected Norms." Applied Measurement in Education 5, no. 4 (1992): 337–53. http://dx.doi.org/10.1207/s15324818ame0504_4.

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Lynch, Brian K., and Fred Davidson. "Criterion-Referenced Language Test Development: Linking Curricula, Teachers, and Tests." TESOL Quarterly 28, no. 4 (1994): 727. http://dx.doi.org/10.2307/3587557.

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Delamere, Trish. "Notional-functional syllabi and criterion-referenced tests: The missing link." System 13, no. 1 (1985): 43–47. http://dx.doi.org/10.1016/0346-251x(85)90007-7.

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Dissertations / Theses on the topic "Criterion-referenced tests"

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Dyson, Kaitie. "Predicting performance on criterion-referenced reading tests with benchmark assessments /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2561.pdf.

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Dyson, Kaitlyn Nicole. "Predicting Performance on Criterion-Referenced Reading Tests with Benchmark Assessments." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1483.

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The current research study investigates the predictive value of two frequently-used benchmark reading assessments: Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). With an increasing emphasis on high-stakes testing to measure reading proficiency, benchmark assessments may assist in predicting end-of-year performance on high-stakes testing. Utah's high-stakes measurement of end-of-year reading achievement is the English Language Arts Criterion-Referenced Test (ELA-CRT). A Utah urban school district provided data for students who complete

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Kerrison, Terence Michael. "A study of the effect of criterion-referencing on teaching, learning and assessment in secondary schools." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18047300.

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Woolsey, Robert A. "Development of collaborative criterion-referenced testing procedures at the Army Reserve Readiness Training Center (ARRTC)." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001woolseyr.pdf.

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Lin, Hui-Fen. "A Comparison of Three Item Selection Methods in Criterion-Referenced Tests." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332327/.

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This study compared three methods of selecting the best discriminating test items and the resultant test reliability of mastery/nonmastery classifications. These three methods were (a) the agreement approach, (b) the phi coefficient approach, and (c) the random selection approach. Test responses from 1,836 students on a 50-item physical science test were used, from which 90 distinct data sets were generated for analysis. These 90 data sets contained 10 replications of the combination of three different sample sizes (75, 150, and 300) and three different numbers of test items (15, 25, and 35).

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MacIntyre, Christine Campbell. "Criterion-referenced assessment for modern dance education." Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.

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This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations i

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Kumazawa, Takaaki. "Systematic criterion-referenced test development in an English-language program." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/119394.

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Educational Administration<br>Ed.D.<br>Although classroom assessment is one of the most frequent practices carried out by teachers in all educational programs, limited research has been conducted to investigate the dependability and validity of criterion-referenced tests (CRTs). The main purpose of this study is to develop a criterion-referenced test for first-year Japanese university students in a general English program. To this end, four research questions are formulated: (a) To what extent do the criterion-referenced items function effectively?; (b) To what extent do the facets of persons,

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Dutschke, Cynthia F. (Cynthia Fleming). "The Characteristics and Properties of the Threshold and Squared-Error Criterion-Referenced Agreement Indices." Thesis, North Texas State University, 1988. https://digital.library.unt.edu/ark:/67531/metadc331415/.

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Educators who use criterion-referenced measurement to ascertain the current level of performance of an examinee in order that the examinee may be classified as either a master or a nonmaster need to know the accuracy and consistency of their decisions regarding assignment of mastery states. This study examined the sampling distribution characteristics of two reliability indices that use the squared-error agreement function: Livingston's k^2(X,Tx) and Brennan and Kane's M(C). The sampling distribution characteristics of five indices that use the threshold agreement function were also examined:

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Gallacher, Michael Sean. "Predicting Sixth Grade Performance on Criterion-Referenced Reading Tests with Third Grade Test Scores." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2491.pdf.

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Morgan, M. Sue. "Criterion validity of the Indiana Basic Competency Skills Test for third graders." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546153.

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The purpose of this study was to assess the criterion validity of the Indiana Basic Competency Skills Test (IBCST) by exploring the relationships between scores obtained on the IBCST and (a) student gender, (b) teacher-assigned letter grades, (c) scores obtained on the Otis-Lennon School Ability Test (OLSAT), and (a) scores obtained on the Stanford Achievement Test (SAT). The subjects were 300 third grade students enrolled in a small mid-Indiana school system. Data collected included gender, age, IBCST scores, OLSAT scores, SAT scores, and teacher-assigned letter grades in reading and mathemat

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Books on the topic "Criterion-referenced tests"

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ERIC Clearinghouse on Assessment and Evaluation., ed. Norm- and criterion-referenced testing. ERIC Clearinghouse on Assessment and Evaluation, the Catholic University of America, 1996.

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2

Gatumu, Haniel Nyaga. Criterion referenced tests (measurements) as opposed to norm referenced tests (measurements). Bureau of Educational Research, 1991.

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Thom, Hudson, ed. Criterion-referenced language testing. Cambridge University Press, 2002.

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North Central Regional Educational Laboratory (U.S.) and Educational Resources Information Center (U.S.), eds. Norm-referenced testing and criterion-referenced testing: The differences in purpose, content, and interpretation of results. North Central Regional Educational Laboratory, 1995.

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North Central Regional Educational Laboratory (U.S.) and Educational Resources Information Center (U.S.), eds. Norm-referenced testing and criterion-referenced testing: The differences in purpose, content, and interpretation of results. North Central Regional Educational Laboratory, 1995.

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6

Montana. Office of Public Instruction. Montana district-level criterion-referenced test results by subgroup. Montana Office of Public Instruction, 2004.

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Kane, Michael T. Generalizing criterion-related validity evidence for certification requirements across situations and specialty areas. American College Testing Program, 1990.

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Spray, Judith A. Multiple-category classification using a sequential probability ratio test. American College Testing Program, 1993.

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Spray, Judith A. Multiple-category classification using a sequential probability ratio test. American College Testing Program, 1993.

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10

Elliott, Stephen N. Creating meaningful performance assessments: Fundamental concepts. Council for Exceptional Children, 1994.

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Book chapters on the topic "Criterion-referenced tests"

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Chinn, Steve. "Criterion-referenced (formative) tests." In More Trouble with Maths. Routledge, 2020. http://dx.doi.org/10.4324/9781003017721-13.

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Chinn, Steve. "Criterion-referenced (formative) tests." In More Trouble with Maths. Routledge, 2016. http://dx.doi.org/10.4324/9781315643137-14.

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Patten, Mildred L., and Michelle Newhart. "Norm- and Criterion-Referenced Tests." In Understanding Research Methods. Routledge, 2017. http://dx.doi.org/10.4324/9781315213033-47.

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"Criterion-Referenced Tests." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_100390.

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"Criterion-Referenced Tests." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_300443.

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"Validity of criterion-referenced tests." In Criterion-Referenced Language Testing. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9781139524803.008.

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"Basic descriptive and item statistics for criterion-referenced tests." In Criterion-Referenced Language Testing. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9781139524803.006.

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"Administering, giving feedback, and reporting on criterion-referenced tests." In Criterion-Referenced Language Testing. Cambridge University Press, 2001. http://dx.doi.org/10.1017/cbo9781139524803.009.

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"Norm- and Criterion-Referenced Tests." In Understanding Research Methods. Routledge, 2016. http://dx.doi.org/10.4324/9781315266312-47.

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Easterbrooks, Susan R. "Assessment and Planning for Language Instruction." In Language Learning in Children Who Are Deaf and Hard of Hearing. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197524886.003.0004.

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This chapter is a revision of the assessment chapter by Easterbrooks and Baker (2002) with extensive information about challenges to assess deaf and hard-of-hearing children’s language and types of language assessments. Purposes for assessment are explored. Discussion of the primary formats for assessment are examined. These include norm-referenced tests, criterion-referenced tests and rubrics. In addition, it provides detailed instructions on how to conduct language sampling and analysis. Extensive tables of assessments available for various purposes are available. Discussion of how to turn assessment information into individualized goals and objectives is included. As with the other chapters, teacher caseloads are integrated through and discussion questions lead the reader to assimilate the information.

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Conference papers on the topic "Criterion-referenced tests"

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Lu, Zhenqiu Laura. "Equating Milestone Scores to Criterion-Referenced Competency Test Scores in Georgia Elementary School Classroom Tests." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1436460.

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Kinoshita, Ikuo, Hiroichi Nagumo, Minoru Yamada, Yasuhiro Sasaki, and Yoshitaka Yoshida. "Quantification of the RELAP5 Model Uncertainty for Application to the Loss-of-RHR Event During the Mid-Loop Operation." In 17th International Conference on Nuclear Engineering. ASMEDC, 2009. http://dx.doi.org/10.1115/icone17-75550.

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Best estimate analysis method for the loss of Residual Heat Removal (loss-of-RHR) event during the mid-loop operation is being conducted along the Code Scaling, Applicability and Uncertainty (CSAU) evaluation methodology. The analysis method uses RELAP5/MOD3.2 as a best estimate analysis code. One of the important processes in the CSAU methodology is the development of the Phenomena Identification and Ranking Table (PIRT) which identifies thermal-hydraulic phenomena during the event and ranks the identified phenomena from the view point of influence on the safety evaluation parameters. The saf

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Nicolaescu, Cristina. "ANDRAGOGICAL SELF-ASSESSMENT OF ONLINE LEARNING." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-019.

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"Study without thought is labor lost; thought without study is perilous." (Confucius) This paper is drawn from my research-based teaching activity applied to university students of English regarding self-direction and andragogy, in the attempt to establish philosophy and methodology. Since academic teaching is a complex educational process, I will only address the assessment stage of online learning, which may give a diagnosis of the techniques efficiency, the one that signals the need of changes for a presumable improvement. Assessment of online learning takes many forms (objectively-scored t

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Tao, Gang. "Effect of Stress-Strain Curve on Burst Pressure Prediction for Pipelines With and Without Corrosion Defects." In ASME 2023 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/pvp2023-106088.

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Abstract Recent research in remaining burst strength prediction models for corroded pipeline has found that the material strain hardening property (stress-strain curve shape) is crucial for improving the prediction accuracy. The comparison between finite element analysis (FEA) and full-scale burst test results in a recent study also demonstrated strong evidence of the plastic instability failure mechanism for pipe samples with corrosion defects, suggesting that the strain hardening property has a key role in the burst strength of corroded pipes. In this paper, analytical burst pressure predict

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