You are not currently logged in.
Access JSTOR through your library or other institution:
Implications of Criterion-Referenced Measurement
W. James Popham and T. R. Husek
Journal of Educational Measurement
Vol. 6, No. 1 (Spring, 1969), pp. 1-9
Published by: National Council on Measurement in Education
Stable URL: http://www.jstor.org/stable/1433917
Page Count: 9
You can always find the topics here!Topics: Learning, Psychometrics, Instructional material evaluation, Curriculum evaluation, Educational research, Personnel evaluation, Psychological assessment, Desire, Consistent estimators
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Preview not available
During the past several years measurement and instructional specialists have distinguished between norm-referenced and criterion-referenced approaches to measurement. More traditional, a norm-referenced measure is used to identify an individual's performance in relation to the performance of others on the same measure. A criterion-referenced test is used to identify an individual's status with respect to an established standard of performance. This discussion examines the implications of these two approaches to measurement, particularly criterion-referenced measurement, with respect to variability, item construction, reliability, validity, item analysis, reporting, and interpretation.
Journal of Educational Measurement © 1969 National Council on Measurement in Education