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Criterion‐referenced tests in science: An investigation of reliability, validity, and standards‐setting
Author(s) -
Lang Harry G.
Publication year - 1982
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660190806
Subject(s) - criterion referenced test , reliability (semiconductor) , test (biology) , criterion validity , psychology , mathematics education , test validity , science education , curriculum , achievement test , validity , computer science , psychometrics , standardized test , construct validity , pedagogy , developmental psychology , paleontology , power (physics) , physics , quantum mechanics , biology
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.