Criterion-referenced measurement in the college classroom

Area of Science:

• Educational Assessment
• Professional Education

Background:

• Classroom testing requires clarity and effectiveness for assessing practitioner competence.
• Criterion-referenced testing presents a practical approach to educational assessment.

Purpose of the Study:

• To present a testing format that enhances classroom education and practitioner competence assurance.
• To evaluate the practicality and limitations of criterion-referenced measurement in professional education.

Main Methods:

• A specific testing format was developed and presented.
• Criterion-referenced testing principles were employed, though not strictly adhering to a competency-based model.
• Statistical validity and reliability of test questions were not evaluated.

Main Results:

• The presented format improved testing clarity and effectiveness in a classroom setting.
• The format facilitated the assurance of future practitioner competence.
• Criterion-referenced measurement demonstrated practicality but is not a complete solution for educational demands.

Conclusions:

• Criterion-referenced measurement is a practical tool for professional education.
• Educators using criterion-referenced measurement make a statement about their educational philosophy.
• Further consideration is needed regarding student mastery and psychometric properties.