IMPLICATIONS OF CRITERION-REFERENCED MEASUREMENT

被引：169

作者：

POPHAM, WJ ^{[1
]}

HUSEK, TR ^{[1
]}

机构：

[1] UNIV CALIF,GRAD SCH ED,LOS ANGELES,CA 90024

来源：

JOURNAL OF EDUCATIONAL MEASUREMENT | 1969年 / 6卷 / 01期

关键词：

D O I：

10.1111/j.1745-3984.1969.tb00654.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

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. Copyright © 1969, Wiley Blackwell. All rights reserved

引用

页码：1 / 9

页数：9

共 7 条

[1]

Cronbach L. J., 1965, PSYCHOLOGICAL TESTS

[2]

CRONBACH LJ, 1963, TEACH COLL REC, V64, P672

[3] INSTRUCTIONAL-TECHNOLOGY AND THE MEASUREMENT OF LEARNING OUTCOMES - SOME QUESTIONS [J].