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Journal articles on the topic 'Criterion-referenced tests'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

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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2

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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3

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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4

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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5

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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6

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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8

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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9

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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10

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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11

Zieky, Michael. "Methods of setting standards of performance on criterion referenced tests." Studies in Educational Evaluation 15, no. 3 (January 1989): 335–38. http://dx.doi.org/10.1016/0191-491x(89)90014-x.

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12

Anderson, Karen, Frances Kochan, Lisa A. W. Kensler, and Ellen H. Reames. "Academic Optimism, Enabling Structures, and Student Achievement." Journal of School Leadership 28, no. 4 (July 2018): 434–61. http://dx.doi.org/10.1177/105268461802800401.

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This study examined the relationships between enabling structures, academic optimism, and student achievement to determine whether academic optimism served as a mediator between the two. Student achievement was measured using both criterion-referenced and norm-referenced tests. Findings indicated a relationship between academic optimism, enabling structures, and student achievement. Also, academic optimism appeared to serve as a mediator between enabling structures and norm-referenced assessments but did not correlate with criterion-referenced tests. This study is one of only a few seeking to establish connections among enabling structures, academic optimism, and student achievement, measured at the school level, in elementary schools. The use of mediation also offers a unique perspective on the literature.

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13

Köster, Paulina, Andreas Hohmann, Claudia Niessner, and Maximilian Siener. "Health-Related Motor Testing of Children in Primary School: A Systematic Review of Criterion-Referenced Standards." Children 8, no. 11 (November 12, 2021): 1046. http://dx.doi.org/10.3390/children8111046.

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Being physically fit in younger years prevents several diseases in the presence as well as in the life course. Therefore, monitoring physical fitness and motor competence through motor testing is essential for determining developmental status and identifying health-related risks. The main objectives of this systematic review were (1) to identify currently available health-related criterion-referenced standards and cut-off points for physical fitness and motor competence test items, (2) to frame the methodological background on setting health-related criterion-referenced standards and (3) to give implications for a health-related evaluation system for physical fitness and motor competence tests. The electronic data base search (PubMed, Web of Science and SURF) yielded 2062 records in total and identified six empirical studies reporting cut-off points of motor test items for children (7–10 years), as well as 30 methodological papers discussing determination approaches to health-related criterion-referenced standards. Data collection, selection and analyses followed the PRISMA guidelines. Health-related motor test standards need to be gender- and age-specific but should refer to an absolute cut-off point rather than to relative performance in the reference group. Due to the lack of data on health-related criterion referenced standards, receiver-operating-characteristic (ROC) curves provide a tool for the determination of cut-off points and criterion referenced standards for physical fitness and motor competence tests. A standardized approach forms the fundamental base for a globally applicable evaluation of health-related fitness tests.

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Cureton, Kirk J., and Gordon L. Warren. "Criterion-Referenced Standards for Youth Health-Related Fitness Tests: A Tutorial." Research Quarterly for Exercise and Sport 61, no. 1 (March 1990): 7–19. http://dx.doi.org/10.1080/02701367.1990.10607473.

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15

Berk, Ronald A. "A Consumer’s Guide to Setting Performance Standards on Criterion-Referenced Tests." Review of Educational Research 56, no. 1 (March 1986): 137–72. http://dx.doi.org/10.3102/00346543056001137.

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16

Aiken, Lewis R. "Program for Computing and Evaluating Reliability Coefficients for Criterion-Referenced Tests." Educational and Psychological Measurement 48, no. 3 (September 1988): 697–700. http://dx.doi.org/10.1177/0013164488483014.

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17

Webster, Raymond E., Elizabeth D. McInnis, and Lisa Craver. "Curriculum biasing effects in standardized and criterion-referenced reading achievement tests." Psychology in the Schools 23, no. 2 (April 1986): 205–13. http://dx.doi.org/10.1002/1520-6807(198604)23:2<205::aid-pits2310230214>3.0.co;2-c.

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18

Wang, Hengxi. "CRT: A Better Solution of Bilingual Assessments." International Journal of Languages, Literature and Linguistics 10, no. 1 (2024): 70–74. http://dx.doi.org/10.18178/ijlll.2024.10.1.487.

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This research paper argues that Criterion-Referenced Tests (CRT) are more appropriate for language assessment than Norm-Referenced Tests (NRT). While both types of standardized assessments are widely used, CRT is becoming increasingly popular in bilingual assessment due to its ability to provide meaningful information about what learners can do with the language. The paper is divided into three parts. The first part explains concepts concerning criterion-referenced testing and its critical differences with NRT. The second part elaborates on the validity, reliability, and practicality of CRTs, with examples. The final part focuses on the benefits and difficulties of implementing CRT in Chinese universities. Overall, the paper highlights the advantages of using CRT for language assessment and emphasizes its suitability for assessing second language ability.

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19

Oescher, Jeffrey, Peggy C. Kirby, and Louis V. Paradise. "Validating State-Mandated Criterion-Referenced Achievement Tests With Norm-Referenced Test Results for Elementary and Secondary Students." Journal of Experimental Education 60, no. 2 (January 1992): 141–50. http://dx.doi.org/10.1080/00220973.1991.10806586.

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&NA;. "NORM-REFERENCED AND CRITERION-REFERENCED TESTS. USE IN PEDIATRICS AND APPLICATION TO TASK ANALYSIS OF MOTOR SKILL." Journal of Pediatric Orthopaedics 8, no. 4 (July 1988): 504. http://dx.doi.org/10.1097/01241398-198807000-00066.

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21

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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22

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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23

Zhu, Weimo, Matthew T. Mahar, Gregory J. Welk, Scott B. Going, and Kirk J. Cureton. "Approaches for Development of Criterion-Referenced Standards in Health-Related Youth Fitness Tests." American Journal of Preventive Medicine 41, no. 4 (October 2011): S68—S76. http://dx.doi.org/10.1016/j.amepre.2011.07.001.

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24

Siskind, T. G. "The Instructional Validity of Statewide Criterion-Referenced Tests for Students who are Visually Impaired." Journal of Visual Impairment & Blindness 87, no. 4 (April 1993): 115–17. http://dx.doi.org/10.1177/0145482x9308700408.

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The Education of the Handicapped Act stipulates that testing should be conducted in the mode in which students usually communicate. This study investigated the instructional validity of criterion-referenced tests in 30 states to determine which of the recommended instructional modes the states allowed to be translated into testing practice for students who are visually impaired. Although few modifications to the tests were universally accepted, testing directors seem amenable to reasoned change.

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25

Pecyna, Paula M., and Ronald K. Sommers. "Testing the Receptive Language Skills of Severely Handicapped Preschool Children." Language, Speech, and Hearing Services in Schools 16, no. 1 (January 1985): 41–52. http://dx.doi.org/10.1044/0161-1461.1601.41.

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Many school speech-language pathologists now assess communication skills of children as young as 3 years. Some of these young children are severely and multiply handicapped and difficult to test. When possible, norm-referenced and criterion-referenced measures are used to evaluate language skills of young children. Two norm-referenced tests—Test for Auditory Comprehension of Language (TACL,—age range 3 to 7 years) and Preschool Language Scale (PLS—age range 1 to 7 years)—and one criterion-referenced task, the Basic Two-Choice Object Discrimination Task (no age range specified)—were administered to nine severely handicapped preschool children. The purpose was not to compare the tests, which do not tap equivalent receptive language skills, but to study patterns of testing behavior and performance for each subject compared under test and retest conditions. Ratings were also assigned to each test and retest judging the degree to which results correlated with subjective estimates of each subject's receptive skills. Overall, performance and behavioral ratings for subjects tended to be best for the Two-Choice Task and worst for the TACL. Results of the Two-Choice Task were consistently judged to reflect each subject's receptive skills most accurately. Factors which may have influenced subject performance and behavior are discussed.

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26

Lee, Hyunoo. "Analysis of CSAT English tests as criterion-referenced tests: With regard to main predictors of item difficulty." Secondary English Education 14, no. 4 (November 30, 2021): 90–124. http://dx.doi.org/10.20487/kasee.14.4.202111.90.

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27

Malec, Wojciech. "Language testing: towards a methodology for the study of the method effect." Facta Simonidis 1, no. 1 (December 31, 2008): 225–43. http://dx.doi.org/10.56583/fs.333.

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This article discusses the methodology for investigating the effect of item format on test performance. While correlational procedures have traditionally been used in examinations of the method effect in the context of norm-referenced tests, the signifi cance of differences between means is more important for criterion-referenced testing because test diffi culty has a direct influence on classification decisions. Special attention is given to ways of controlling confounding factors in repeated-measures experimental designs.

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28

Johnson, Tyler G., Keven A. Prusak, Todd Pennington, and Carol Wilkinson. "The Effects of the Type of Skill Test, Choice, and Gender on the Situational Motivation of Physical Education Students." Journal of Teaching in Physical Education 30, no. 3 (July 2011): 281–95. http://dx.doi.org/10.1123/jtpe.30.3.281.

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The purpose of this study was to examine the effects of (a) skill test type, (b) choices, and (c) gender on the situational motivation profiles of adolescents during skill testing in physical education. Participants were 507 students (53% male) aged 12–16 years (M = 13.87; SD = 0.94) attending a suburban junior high school in a western state in the U.S. All participants experienced either a norm-referenced, summative or a criterion-referenced, formative skill test with or without choices. The Situational Intrinsic Motivation Scale (SIMS) was administered to assess situational motivation. A 2 (test type) × 2 (choice) × 2 (gender) MANOVA was used to test for significant differences on each of the four SIMS indices. Significant test type and gender and a significant test type by gender interaction were found. These findings suggest practitioners should use criterion-referenced, formative skill tests especially when teaching girls in physical education.

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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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30

Burns, Ryan D., James C. Hannon, Pedro F. Saint-Maurice, and Gregory J. Welk. "Concurrent and Criterion-Referenced Validity of Trunk Muscular Fitness Tests in School-Aged Children." Advances in Physical Education 04, no. 02 (2014): 41–50. http://dx.doi.org/10.4236/ape.2014.42007.

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31

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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32

Rutherford, William J., and Charles B. Corbin. "Validation of Criterion-Referenced Standards for Tests of Arm and Shoulder Girdle Strength and Endurance." Research Quarterly for Exercise and Sport 65, no. 2 (June 1994): 110–19. http://dx.doi.org/10.1080/02701367.1994.10607605.

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33

SEDDON, G. M. "A METHOD OF ITEM-ANALYSIS AND ITEM-SELECTION FOR THE CONSTRUCTION OF CRITERION-REFERENCED TESTS." British Journal of Educational Psychology 57, no. 3 (November 1987): 371–79. http://dx.doi.org/10.1111/j.2044-8279.1987.tb00863.x.

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34

Chun, Donna M., Charles B. Corbin, and Robert P. Pangrazi. "Validation of Criterion-Referenced Standards for the Mile Run and Progressive Aerobic Cardiovascular Endurance Tests." Research Quarterly for Exercise and Sport 71, no. 2 (June 2000): 125–34. http://dx.doi.org/10.1080/02701367.2000.10608890.

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35

Lopez, Michael N., Nancy M. Quan, and Perla M. Carvajal. "A Psychometric Study of the Geriatric Depression Scale." European Journal of Psychological Assessment 26, no. 1 (January 2010): 55–60. http://dx.doi.org/10.1027/1015-5759/a000008.

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Criterion-referenced (Livingston’s r) and norm-referenced (Cronbach’s α and Gilmer-Feldt coefficient) techniques were used to calculate the internal consistency reliability of the 30-item Geriatric Depression Scale (GDS) on a sample (N = 417) of elderly medical outpatients. For the widely used cutoff score of 10 for depression, the criterion-referenced reliability (Livingston’s r) of the GDS total score was found to be .896, .883, and .891 for the elderly patients with Mini Mental State Examination (MMSE) scores > 17, ≤ 17, and total sample, respectively, while the norm-referenced reliability Gilmer-Feldt coefficient (and Cronbach’s α) of the GDS total score was found to be .895 (α = .893), .877 (α = .875), and .890 (α = .888), respectively. Tests of significance between the GDS total score means and reliability coefficients for the patients with MMSE scores > 17 and ≤ 17 were found to be nonsignificant. Therefore, the cognitive status of our sample does not seem to have an effect on the GDS total score. Item-total score correlations showed that 29 out of the 30 GDS items were good discriminators. The use of true score confidence intervals around GDS observed scores is recommended when used to make decisions about depression in the elderly.

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36

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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37

Douglas, Dan. "Testing Listening Comprehension in the Context of the ACTFL Proficiency Guidelines." Studies in Second Language Acquisition 10, no. 2 (June 1988): 245–61. http://dx.doi.org/10.1017/s0272263100007336.

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This article discusses issues related to the testing of listening comprehension in the context of the 1986 ACTFL proficiency guidelines (American Council on the Teaching of Foreign Languages, 1987). After a review of current research on listening comprehension and development of listening tests, four issues are singled out for more detailed consideration: the meaning ofcontextin listening testing, the concept of criterion-referenced tests, the notion of specific purposes in testing, and the use of technology in listening tests. A number of research issues are also discussed.

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Short, Francis X., and Joseph P. Winnick. "Test Items and Standards Related to Muscle Strength and Endurance on the Brockport Physical Fitness Test." Adapted Physical Activity Quarterly 22, no. 4 (October 2005): 371–400. http://dx.doi.org/10.1123/apaq.22.4.371.

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This manuscript provides information on the rationale for the selection of the muscular strength and endurance test items associated with the Brockport Physical Fitness Test for youngsters with mental retardation and mild limitations in fitness, visual impairment (blindness), cerebral palsy, spinal cord injury, or congenital anomalies or amputations. Information on the validity, attainability, and reliability of the 16 tests and their criterion-referenced standards is provided. Suggestions are made for future research.

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Collins, Maria, Douglas Carnine, and Russell Gersten. "Elaborated Corrective Feedback and the Acquisition of Reasoning Skills: A Study of Computer-Assisted Instruction." Exceptional Children 54, no. 3 (November 1987): 254–62. http://dx.doi.org/10.1177/001440298705400308.

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The study compared basic and elaborated corrections within the context of otherwise identical computer-assisted instruction (CAI) programs that taught reasoning skills. Twelve learning disabled and 16 remedial high school students were randomly assigned to either the basic-corrections or elaborated-corrections treatment. Criterion-referenced test scores were significantly higher for the elaborated-corrections treatment on both the post and maintenance tests and on the transfer test. Time to complete the program did not differ significantly for the two groups.

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Hanson, Ralph A., and Richard E. Schutz. "A Comparison of Methods for Measuring Achievement in Basic Skills Program Evaluation." Educational Evaluation and Policy Analysis 8, no. 1 (March 1986): 101–13. http://dx.doi.org/10.3102/01623737008001101.

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Standardized achievement tests continue to be used as the primary criterion measures in the evaluation of basic skills programs despite explicit recommendations against this practice by many testing and evaluation experts. A major issue behind this criticism is examined in this comparative study of three types of tests. These tests represent three points on a content validity continuum which references their correspondence to the instructional program being evaluated. Data are examined on these tests at two levels in eight groups of elementary school students receiving instruction on various basic skills. The results show why and how standardized tests provide different information from other tests that are more closely matched to program instruction. They also show why out-of-level standardized test results often correspond more closely to the results of instructionally referenced tests as compared to at-level tests. The implications of this research for basic skill program evaluations are discussed.

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Short, Francis X., and Joseph P. Winnick. "Test Items and Standards Related to Body Composition on the Brockport Physical Fitness Test." Adapted Physical Activity Quarterly 22, no. 4 (October 2005): 356–70. http://dx.doi.org/10.1123/apaq.22.4.356.

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This manuscript examines the validity and reliability of the tests used to measure body composition in the Brockport Physical Fitness Test. More specifically, information is provided on skinfold measures and body mass index and their applicability to youngsters with mental retardation and mild limitations in fitness, visual impairment (blindness), cerebral palsy, spinal cord injury, or congenital anomalies or amputations. The rationale for criterion-referenced standards for these test items for youngsters with these disabilities is provided along with some data on attainability of those standards. Possible ideas for future research are recommended.

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42

Yalçın-Çolakoğlu, Özlem, and Merve Selçuk. "Assessing Individual and Group Oral Exams: Scoring Criteria and Rater Interaction." Advances in Language and Literary Studies 10, no. 1 (February 28, 2019): 147. http://dx.doi.org/10.7575/aiac.alls.v.10n.1p.147.

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Criterion referenced tests of second language speaking performance are administered in different institutions using different procedures. The present study reports raters’ practices of second language speaking tests, in particular the correspondence between test-takers’ grades when assessed individually and in groups. Data derived from audio-recordings of raters’ (n=8) decision making process (scoring) in two test modes, post-test interviews and two sets of students’ (n=92) speaking scores were obtained from individual versus group discussion tasks. Although a grading rubric had been used, it was found that raters also relied on rubric irrelevant criteria when judging performances, which brings up the question whether the validity of the inferences is jeopardized.

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Ramos-Morcillo, Antonio Jesús, César Leal-Costa, Ana Teresa García-Moral, Rafael del-Pino-Casado, and María Ruzafa-Martínez. "Design and Validation of an Instrument to Evaluate the Learning Acquired by Nursing Students from a Brief Tobacco Intervention (BTI-St©)." International Journal of Environmental Research and Public Health 16, no. 20 (October 16, 2019): 3944. http://dx.doi.org/10.3390/ijerph16203944.

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The aim of this study was to design and validate an instrument, based on the WHO 5As+5Rs model, to test the acquisition by nursing students of a brief tobacco intervention (BTI) learning. A validation design of an instrument following the criterion referenced tests model using videos of simulated BTIs in the primary care setting was carried out. The study included 11 experts in smoking prevention/care and 260 second-year nursing students. The study was in two stages: (1) selection and recording of clinical simulations (settings), and (2) test construction. Content was validated by applying the Delphi consensus technique and calculating the Content Validity Ratio (CVR) and Content Validity Index (CVI). A pilot test was conducted for item analysis. Reliability was evaluated as internal consistency (Kuder-Richardson [KR-20]) and test-retest temporal stability (intraclass correlation coefficient [ICC]). Three simulation settings were recorded. An instrument (BTI-St®) was developed with 23 items for dichotomous (yes/no) response. CVR was >70% for all items, KR-20 of 0.81–0.88, and ICC between 0.68 and0.73 (p < 0.0001). The BTI-St® is a robust and reliable instrument that is easily and rapidly applied. It follows the WHO 5As+5Rs model and offers objective criterion-referenced evaluation of BTI learning in nursing students.

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Shannon, Gregory A., and Barbara A. Cliver. "An Application of Item Response Theory in the Comparison of Four Conventional Item Discrimination Indices for Criterion-Referenced Tests." Journal of Educational Measurement 24, no. 4 (December 1987): 347–56. http://dx.doi.org/10.1111/j.1745-3984.1987.tb00285.x.

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Kemper, Han C. G., and Willem Van Mechelen. "Physical Fitness Testing of Children: A European Perspective." Pediatric Exercise Science 8, no. 3 (August 1996): 201–14. http://dx.doi.org/10.1123/pes.8.3.201.

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The purpose of this article is to clarify the scientific basis of physical fitness assessment in children and to review the European efforts to develop a EUROFIT fitness test battery for the youth in the countries of the Council of Europe. The development of EUROFIT is based on the efforts made in the United States in the 1950s and in Europe in the 1980s. Physical fitness measurement is not identical to physiological measurement: The EUROFIT tests are aimed at measuring abilities rather than skills. Correlations between physical fitness tests and physiological laboratory tests show varying results and, therefore, need to be continued. Reliability of fitness tests needs to be continually studied. Because of the multipurposes of physical fitness testing, EUROFIT norm- and criterion-referenced scales for EUROFIT have to be developed. Examples of scaling methods are given. Implementation of the EUROFIT fitness tests for educational purposes is urgently needed.

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Beets, Michael W., and Kenneth H. Pitetti. "Criterion-Referenced Reliability and Equivalency Between the PACER and 1-Mile Run/Walk for High School Students." Journal of Physical Activity and Health 3, s2 (January 2006): S21—S33. http://dx.doi.org/10.1123/jpah.3.s2.s21.

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Background:To examine the Healthy Fitness Zone (pass/fail) criterion-referenced reliability (CRR) and equivalency (CRE) of the 1-mile run/walk (MRW) and Progressive Aerobic Cardiovascular Endurance Run (PACER) in adolescents (13 to 18 years).Methods:Seventy-six girls and 165 boys were randomly assigned to complete 2 trials of each test.Results:CRR for the boys on the MRW (Pa = 77%, κq = 0.53) was lower than on the PACER (Pa = 81%, κq = 0.63); girls were classified more similarly on the MRW (Pa = 83%, κq = 0.67) than on the PACER (Pa = 79%, κq = 0.58). The CRE between the MRW and PACER indicated boys (Pa = 77%, κq = 0.55) were classified more consistently on both tests than girls (Pa = 73%, κq = 0.46).Conclusions:No test provided greater consistency. Practitioners may consider other features, such as ease of administration, environmental conditions, and comparative use in the literature.

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Wang, Victor X., and Beth Kania-Gosche. "Assessing Learning via Web 2.0 Technologies." International Journal of Technology and Educational Marketing 1, no. 2 (July 2011): 42–61. http://dx.doi.org/10.4018/ijtem.2011070103.

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Online learning takes place among learners of all ages in both formal and informal contexts. Due to the fact that traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are encouraged to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may work for traditional age learners. Likewise, applying andragogical methods may work for non-traditional age learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment--learner self-evaluation. To use the proper tests or methods to assess online learning, educators are encouraged to possess both pedagogical and andragogical knowledge and/or skills. Instructors should use a variety of instructional and assessment methods. The authors of this article provide specific examples of online assessments from both andragogy and pedagogy.

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Thompson, Hannah R., Andjelka Pavlovic, Emily D’Agostino, Melanie D. Napier, Kevin Konty, and Sophia E. Day. "The association between student body mass index and tests of flexibility assessed by the FITNESSGRAM®: New York City public school students, 2017–18." PLOS ONE 16, no. 12 (December 31, 2021): e0262083. http://dx.doi.org/10.1371/journal.pone.0262083.

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FITNESSGRAM® is the most widely used criterion-referenced tool to assess/report on student health-related fitness across the US. Potential weight-related biases with the two most common tests of musculoskeletal fitness–the trunk extension and Back-Saver Sit-and-Reach (sit-and-reach)—have been hypothesized, though have not been studied. To determine the association between musculoskeletal fitness test performance and weight status, we use data from 571,133 New York City public school 4th-12th grade students (85% non-White; 75% qualified for free or reduced-price meals) with valid/complete 2017–18 FITNESSGRAM® data. Adjusted logistic mixed effects models with a random effect for school examined the association between weight status and whether a student was in the Healthy Fitness Zone (HFZ; met sex- and age-specific criterion-referenced standards) for the trunk extension and sit-and-reach. Compared to students with normal weight, the odds of being in the HFZ for trunk extension were lower for students with underweight (OR = 0.77; 95% CI: 0.741, 0.795) and higher for students with overweight (OR = 1.10; 95% CI: 1.081, 1.122) and obesity (OR = 1.11; 95% CI: 1.090, 1.13). The odds of being in the HFZ for sit-and-reach were lower for students with underweight OR = 0.85; 95% CI: 0.826, 0.878), overweight (OR = 0.83; 95% CI: 0.819, 0.844) and obesity (OR = 0.65; 95% CI: 0.641, 0.661). Students with overweight and obesity perform better on the trunk extension, yet worse on the sit-and-reach, compared to students with normal weight. Teachers, administrators, and researchers should be aware of the relationship of BMI with student performance in these assessments.

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McFadden, Teresa Ukrainetz. "Creating Language Impairments in Typically Achieving Children." Language, Speech, and Hearing Services in Schools 27, no. 1 (January 1996): 3–9. http://dx.doi.org/10.1044/0161-1461.2701.03.

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Many popular standardized language tests use a "normal" sample for their normative comparison group. This article describes the errors that result from current uses of such tests; (a) identification of normal children as language impaired, (b) provision of misleading profiles of verbal and nonverbal performance, (c) inability to estimate the severity or describe the general nature of a language impairment, and (d) a gradual increase in the number of children identified as language impaired with progressive test re-normings. Recommendations to alleviate this problem include (a) test users employing only full-range standardized tests; (b) test users using flexible cutoff scores, with the major emphasis on descriptive, criterion-referenced testing, and (c) test makers moving to full-range normative samples with descriptions of what particular test performances indicate in terms of the daily communication functioning of typically achieving children and clinical subgroups of children.

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Jee, Hyunseok, Soo Hyun Park, and Saejong Park. "Evidence-Based Optimal Cutoff Values with the Validation of Criterion-Referenced Standards for Sarcopenic Elderly Fitness Improvement." BioMed Research International 2020 (April 25, 2020): 1–8. http://dx.doi.org/10.1155/2020/1638082.

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This study provides a newly updated perspective of information on severely screened 21 previous studies of the various measurement methods for improving physical fitness and providing determined cutoff values from our reserved elderly human database. We aimed to provide scientific evidence-based information regarding physical fitness standards for developing useful prognostics, promoting and maintaining health programs for sarcopenic elderly. 21 previous studies emphasizing criterion referenced standards and receiver operator characteristic (ROC) curve analyses for improving physical fitness were screened. For predicting the prevalence of sarcopenia, the t-test, logistic regression, linear regression, ROC curve analyses, and voluntary categorizations such as the twentieth or sixtieth percentile classification were used. Based on these scientific evidences, we determined cutoff values from our reserved DB and realized that 75 years for men and 70 years for women are the transitional period during which there are large declines in muscle and fat mass (p<0.01), which reflects physical function tests (p<0.01) in both genders. Using the six factors with ideal cutoff thresholds, an individual exercise program can be designed for alleviating symptoms of frailty caused by sarcopenia for the elderly.

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