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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 (December 1, 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 (October 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 (March 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 (October 25, 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 (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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Plowman, Sharon Ann. "Criterion Referenced Standards for Neurornuscular Physical Fitness Tests: An Analysis." Pediatric Exercise Science 4, no. 1 (February 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 data with instructed versus uninstructed groups, and the use of normative data and expert judgment. It is concluded that the existing criterion referenced standards have been derived exclusively from normative data and expert opinion. It remains unknown as to the meaning of these standards in relation to desirable and absolute levels of health.

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KANE, MICHAEL T. "THE ROLE OF RELIABILITY IN CRITERION-REFERENCED TESTS." Journal of Educational Measurement 23, no. 3 (September 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 (October 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 (January 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 completed the DRA, DIBELS, and ELA-CRT in the 2005-2006 school year. The primary purpose of the study was to determine the accuracy to which the Fall administrations of the DRA and the DIBELS predicted performance on the ELA-CRT. Supplementary analysis also included cross-sectional data for the DIBELS. Results indicated that both Fall administrations of the DRA and the DIBELS were statistically significant in predicting performance on the ELA-CRT. Students who were high risk on the benchmark assessments were less likely to score proficiently on the ELA-CRT. Also, demographic factors did not appear to affect individual performance on the ELA-CRT. Important implications include the utility of data collected from benchmark assessments to address immediate interventions for students at risk of failing end-of-year, high-stakes testing.

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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). The results of this study indicated that the agreement approach was an appropriate method to be used for selecting criterion-referenced test items at the classroom level, while the phi coefficient approach was an appropriate method to be used at the district and/or state levels. The random selection method did not have similar characteristics in selecting test items and produced the lowest reliabilities, when compared with the agreement and the phi coefficient approaches.

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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 inherent in using a pre-active or re-active model. Lastly it examined the philosophy of criterion-referenced assessment and thereafter formulated the main hypothesis, i. e. "That criterion-referenced assessment is an appropriate and realistic method for Modern Dance in schools". Both the main and sub-hypotheses were tested by the use of Case Study/Collaborative Action research. In this chosen method of investigation the teachers' actions were the primary focus of study while the researcher played a supportive but ancillary role. The study has three sections. The first describes the process experienced by the teachers as they identified their criteria for assessment and put their new strategy into action. It shows the problems which arose and the steps which were taken to resolve them. It gives exemplars of the assessment instruments which were designed and evaluates their use. It highlights the differences in the two approaches to dance and the different competencies required by the teachers if their criterion-referenced strategy was adequately and validly to reflect the important features of their course. In the second section the focus moves from the teachers to the pupils. Given that the pupils have participated in different programmes of dance, the study investigates what criteria the pupils spontaneously use and what criteria they can be taught to use. It does this through the introduction of self-assessment in each course. In this way the pupils' observations and movement analyses were made explicit and through discussion, completing specially prepared leaflets and using video, they were recorded and compared. And finally, the research findings were circulated to a larger number of teachers to find to what extent their concerns and problems had been anticipated by the first two and to discover if they, without extensive support, could also mount a criterion-referenced assessment strategy with an acceptable amount of effort and within a realistic period of time. And given that they could, the final question concerned the evaluations of all those participants i.e. teachers, parents and pupils. Would this extended group similarly endorse the strategy and strengthen the claim that criterion-referenced assessment was a valid and beneficial way of assessing Modern Dance in Schools?

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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
Ed.D.
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, items, sections, classes, and subtests contribute to the total score variation in two CRT forms?; (c) To what extent are two CRT forms dependable when administered as pretests and posttests?; and (d) To what extent are two CRT forms valid when administered as pretests and posttests? Two CRT forms made up of vocabulary (k = 25), listening (k = 20), and reading (k = 25) subtests were administered to 249 students using a counterbalanced design. Criterion-referenced item analyses showed that most items were working well for criterion-referenced purposes. Both univariate and multivariate generalizability studies indicated that the most of the variance was accounted for by the interaction effect, followed by the items effect, and then by the persons effect. FACETS analyses showed the separation for all the facets accounted for in the analyses and showed that item separation was greater than person separation. This indicated that the students' ability estimates were similar due to their having taken a placement test, whose results were used to form proficiency-based classes. Both univariate and multivariate decision studies indicated that the CRT forms were moderately to highly dependable. The content validity of the CRT forms was supported because the test content was strongly linked to what was taught in class. The construct validity was supported mainly because a fair amount of score gain was observed. This study elucidates how the statistical analyses used in this study can be applied to CRT development, and how CRT development can be carried out as part of curriculum development.
Temple University--Theses

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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: Subkoviak's Pc. Huynh's p and k. and Swaminathan's p and k. These seven methods of calculating reliability were also compared under varying conditions of sample size, test length, and criterion or cutoff score. Computer-generated data provided randomly parallel test forms for N = 2000 cases. From this, 1000 samples were drawn, with replacement, and each of the seven reliability indices was calculated. Descriptive statistics were collected for each sample set and examined for distribution characteristics. In addition, the mean value for each index was compared to the population parameter value of consistent mastery/nonmastery classifications. The results indicated that the sampling distribution characteristics of all seven reliability indices approach normal characteristics with increased sample size. The results also indicated that Huynh's p was the most accurate estimate of the population parameter, with the smallest degree of negative bias. Swaminathan's p was the next best estimate of the population parameter, but it has the disadvantage of requiring two test administrations, while Huynh's p index only requires one administration.

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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 mathematics. An alpha level of .01 was used in each statistical analysis. Gender differences were investigated by comparisons of the relative IBCST pass/fail (p/f) frequencies of males and females and boys' and girls' correct answers on the IBCST Reading and Math tests. Neither the chi square analysis of p/f frequencies nor the multivariate analysis of variance of the IBCST scores disclosed significant gender differences. Therefore, subsequent correlational analyses were done with pooled data.The relationship of teacher-assigned letter grades to IBCST p/f levels was studied with nonparametric and parametric statistical techniques. The 2x3 chi squares computed between IBCST performance and letter grades in reading and math were significant. The analyses of variance of the data yielded similar results. Teacher grades were related to IBCST performance.Multiple regression analyses were used to study the relationships between the IBCST and OLSAT performances. Significant multiple R-squares of approximately .30 were obtained in each analysis. Scholastic aptitude was related to IBCST performance.Canonical correlation analyses were used to explore the relationships between the reading and mathematics sections of the IBCST and SAT. Both analyses yielded a single significant, meaningful canonical correlation coefficient. The canonical variable loadings suggested that the IBCST Reading and Math composites, as well as the SAT composites, were expressions of general achievement. Thus, levels of achievement on the criterion referenced IBCST and the norm referenced SAT were related. The results of the study support the criterion validity of the IBCST with traditional methods of assessment as criteria.
Department of Educational Psychology

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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. [Washington, DC: ERIC Clearinghouse on Assessment and Evaluation, the Catholic University of America, 1996.

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

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Thom, Hudson, ed. Criterion-referenced language testing. Cambridge, UK: 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. Oak Brook, Ill: 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. Oak Brook, Ill: North Central Regional Educational Laboratory, 1995.

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Montana. Office of Public Instruction. Montana district-level criterion-referenced test results by subgroup. [Helena, MT]: 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. Iowa City, Iowa: American College Testing Program, 1990.

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

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

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Elliott, Stephen N. Creating meaningful performance assessments: Fundamental concepts. Reston, Va: 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, 162–70. 3rd edition. | Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: NASEN spotlight: 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, 158–66. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2016. |: 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, 147–49. Tenth edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315213033-47.

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"Criterion-Referenced Tests." In Encyclopedia of Autism Spectrum Disorders, 823. New York, NY: 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, 1240. Cham: 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, 212–68. 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, 101–48. 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, 269–91. 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, 99–100. 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, 90–133. 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. Washington DC: 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 safety parameters for evaluation are Reactor Coolant System (RCS) pressure and reactor vessel water level. The PIRT for the reflux cooling of the loss-of-RHR event during the mid-loop operation was developed based on existing integral test results, plant analysis results and related papers considering influence on coolant distribution, non-condensible gas distribution and heat transfer. Referenced integral tests are ROSA-IV/LSTF, BETHSY, PKL and IIST. Uncertainty of RELAP5/MOD3.2 physical models related to high ranked phenomena identified in the PIRT for the reflux cooling is quantified using the related experimental data for application to PWR plant statistical analysis based on the developed verification matrix. Uncertainty quantified models are void model, horizontal stratified flow criteria and SG condensation heat transfer. These models are related to the following phenomena respectively. Void model (interfacial friction factor in bubbly and slug flow regimes): - Two phase expansion in core and upper plenum due to core boiling. - Two phase flow to Steam Generator (SG) inlet plenum and U-tubes. Horizontal stratified flow criterion: - Stratification of flow in hot leg. - Water transportation from hot leg to SG by steam flow. SG condensation heat transfer model: - Heat transfer in SG U-tube under presence of non-condensable gas. Distribution of model parameter multiplier which represents model uncertainty was obtained by either experiment analysis by RELAP5 or comparison of separate RELAP5 model prediction to experimental data. Mean value and standard deviation are calculated for distribution of model parameter multiplier.

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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 tests, subjectively-rated tests, criterion-referenced tests and learner self-evaluation), but I will focus on learner's self-evaluation, a relatively new method in the field of adult education (Rogers and Knowles). First I choose to start with the hypothesis that undergraduate compulsory education is or should be designed by academic staff as a preparation basis for the alumni continuing professional education, ideally with the revision of the curriculum (Erikson and Piaget). My concerns for lifelong learning that is measured in the form of formative and summative assessment are the core of the paper, on the purpose of presenting how the shift from higher education level to a career-making advancement may happen. I will give an account of both strategies and methods following a stage-based structure from goals to possible achievements. Then, I will exemplify with a second language acquisition, more specifically with learning idioms and the difficulties in translating them from Turkish to English and vice versa. A student achieves knowledge concerning fixed phrases in the foreign language based on several types of resources and then checks one's own work for errors. The investigation into strong and weak factors of the process will further mark the beginning of a deeper analysis, while the successful review becomes the reference point within the proposed quality assurance activities with relevant general conclusions. Malcolm Knowles's approach will be taken as basis of discussion, including the five major assumptions about adult learners: self-concept, experience, readiness to learn, orientation to learning and motivation to learn. His conception of andragogy stems from the different traditions of psychological analysis: humanist and behavioral. I will investigate how much of his theory or set of assumptions may serve teaching practice. Independent, asynchronous learning is supported by the wide possibilities opened by technology, not being bound by the constraints of space, time and experience. After the presentation of learning stages and an in-depth description of possible andragogical self-assessment methods, as a conclusion I will look into the educational benefits of allowing students discover their own potential and results, in a trial and error approach, in order to achieve not only new knowledge, but also to develop capabilities in specific areas.

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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 prediction models for pipes with and without corrosion defects are briefly reviewed to illustrate the theoretical basis for including the strain hardening property in the model prediction. A suite of parametric FEA was then conducted on previously tested pipe samples with two different materials to further investigate the effect of the strain hardening property on the burst pressure prediction of corroded pipelines. Based on the test evidence from a recent study, a plastic instability-based failure criterion was proposed for FEA prediction of the burst pressure. The proposed failure criterion was further validated by full-scale burst test results referenced in this study. Based on the FEA burst pressure prediction with the new failure criterion, the effect of the strain hardening property on burst strength of pipe samples with corrosion defects was quantitatively evaluated. Using the parametric FEA results, selected remaining burst strength models were critically examined. The outcome of the model assessment provided a basis for future improvement of these models.

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