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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
Stable URL: http://www.jstor.org/stable/1433917
Page Count: 9
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Implications of Criterion-Referenced Measurement
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Abstract

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.

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