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Criterion-Referenced Testing

Hoi K. Suen

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Abstract

I n addition to the core theoretical considerations of reliability and validity and their variations for criterion-referenced testing and behavioral observation, there are a number of other important theoretic-conceptual considerations in the construction and use of educational and psychological tests. These include issues of test bias, equating, interpretation of group and individual scores, and answer changing. The issues of detecting biased items in a test are discussed in this chapter. Other issues are discussed in chapter 15 .

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What this paper is about

I n addition to the core theoretical considerations of reliability and validity and their variations for criterion-referenced testing and behavioral observation, there are a number of other important theoretic-conceptual considerations in the construction and use of educational and psychological tests. These include issues of test bias, equating, interpretation of group and individual scores, and answer changing. The issues of detecting biased items in a test are discussed in this chapter. Other issues are discussed in chapter 15 .

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Available abstract

I n addition to the core theoretical considerations of reliability and validity and their variations for criterion-referenced testing and behavioral observation, there are a number of other important theoretic-conceptual considerations in the construction and use of educational and psychological tests. These include issues of test bias, equating, interpretation of group and individual scores, and answer changing. The issues of detecting biased items in a test are discussed in this chapter. Other issues are discussed in chapter 15 .

Key concepts: Criterion-referenced test, Psychology, Mathematics education, Standardized test

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