From H.G. Lang, “An Investigation of the Reliability of a Criterion-Referenced Test in Science: Implications for Individualized Educational Planning for Handicapped Students,” unpublished doctoral dissertation, University of Rochester, Rochester, NY, 1979.
Criterion-referenced tests in science: An investigation of reliability, validity, and standards-setting†
Article first published online: 18 AUG 2006
Copyright © 1982 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 19, Issue 8, pages 665–674, November 1982
How to Cite
Lang, H. G. (1982), Criterion-referenced tests in science: An investigation of reliability, validity, and standards-setting. J. Res. Sci. Teach., 19: 665–674. doi: 10.1002/tea.3660190806
- Issue published online: 18 AUG 2006
- Article first published online: 18 AUG 2006
- Manuscript Accepted: 21 APR 1982
Science teachers regularly find themselves confronted with the problem of determining the present level of performance of a student with respect to the course content. Those who approach the assessment of ability and/or achievement within a criterion-referenced measurement framework need to know how accurate and consistent the decision-making procedures are likely to be. In the present study, reliability, validity, and a standards-setting procedure for a criterion-referenced test were examined for use within a science curriculum. The results indicate that there are a number of factors influencing the reliability and validity of the test and that science teachers involved with criterion-referenced measurement need to be aware of these factors to enhance the accuracy of their judgments.