criterion-referenced

cri·te·ri·on-re·fer·enced

(krī-tēr'ē-ŏn ref'ĕr-ĕnst)
A psychometric property of a standardized test that compares a person's performance against a set of standard criteria.
References in periodicals archive ?
Hence, standardised, or criterion-referenced testing.
Each of these parts is structured similarly and is based on an exhaustive revision of previous literature; the parts each cover one of the main topics of educational measurement: Criterion-Referenced Testing (CRT); Item Response Theory (IRT); Computer-Based Testing (CBT); Cross-Lingual Assessment; and Accountability Testing and Score Reporting.
The exam is a two and a half day criterion-referenced clinical examination administered with child and adult patients.
The program was implemented for the 1989-1990 school year and consisted of a customized achievement test which provided both norm-referenced (NRT) and criterion-referenced (CRT) data for students in grades 1-8 in reading/language, mathematics, science and social studies.
Standards-based assessment is rooted in criterion-referenced design, meaning students' performance is evaluated relative to educational standards, as opposed to the performance of one's peers.
Earlier still, when initial proponents of criterion-referenced measurement were attempting to sort out how to create and improve tests leading to criterion-referenced inferences, Cox (1971) and other measurement specialists tried to devise ways to maximize a test item's sensitivity to instruction.
Glaser (1963: 519) says "What I shall call criterion-referenced measures depend upon an absolute standard of quality, while what I term norm-referenced measures depend upon a relative standard.
This edition includes criterion-referenced, clinically relevant fitness standards for identifying test scores correlated with maintaining mobility and independence, as well as information on the purpose and process of developing these standards and interpreting criterion-referenced scores and setting fitness goals, along with modified performance charts to reflect standards.
As part of this process, NCSBN convened an expert panel of nine nurses to perform a criterion-referenced standard setting procedure The panel's findings supported the creation of a higher passing standard NCSBN also considered the results of national surveys of nursing professionals including nursing educators, directors of nursing in acute care settings and administrators of long-term care facilities.
Appended are (1) "integrated" Louisiana Educational Assessment Program (iLEAP) English Language Arts-Grade 3 Achievement Level Scaled Score Range; and (2) Louisiana Educational Assessment Program (LEAP) Criterion-Referenced Test English Language Arts-Grade 4 Achievement Level Scaled Score Range.
Almost 80 percent of the schools examined cheated on the Criterion-Referenced Competency Tests (CRCT).
The norm-referenced approach measures the product or outcome of the performance, while the criterion-referenced approach focuses on the form or technique of the movement, in other words, how the skill is performed.