It is not coincidental that the first reference to criterion-referenced testing was in the context of systems operation, where judgments had to be made about the readiness of trainees to operate machinery or conduct specific tasks within a complex process (Glaser and Klaus, 1962).
One of those learning activities common across most educational training programs is a comparison and contrast of norm-referenced and criterion-referenced testing. In teaching about the NRT/CRT, instructors often use a comparison/contrast to best address the multiple facets of testing.
Criterion-referenced testing is relatively easy to develop and administer if good performance or behavioral objectives-that clearly indicate the acceptable standards or levels of performance-have been developed prior to the testing process.
This book describes the type of differentiation in instruction certain students require and shows, step-by-step, how to implement the best teaching methods, reading and literacy instruction, criterion-referenced testing, peer-assisted learning strategies, and more.