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Evaluating the Impact of Criterion-Referenced Measurement on Remediation Decisions

Donald P. Foshee is professor of psychology at Valdosta State College. Research interests include the assessment of pupil progress in education, need for remediation, and the contributions of tests to the prediction of future student performance.

Mark A. Davis

Mark A. Davis is assistant professor of management at the University of Kentucky. Research interests include managerial decision making, standard setting and service quality.

Mary Ann C. Stone

Mary Ann C. Stone is a counselor and test coordinator at the junior high level. Major areas of interest include the ramifications of pupil assessment, the relationship between student attitude and assessment performance, and the effects of testing conditions on test results. Address: Donald Foshee, Department of Psychology, Counseling, and Guidance, Valdosta State College, Valdosta, GA 31698.

The state of Georgia initiated the use of a criterion-referenced test to identify students in need of academic remediation. Remediation efforts were to be mandated to foster performance on the state's minimal competency test, which is required for graduation. This paper examines the relations among criterion-referenced test scores, subsequent predicted remediation need decisions, and actual performance, without remediation, on the minimal competency test. The results indicate that an excessively large number of students would be required to be remediated who subsequently (without remediation) successfully passed the minimal competency test. Special emphasis is placed on the procedures used to establish cutoff standards and the occurrence of classification errors. Recommendations concerning the use of criterion-referenced tests for classification decisions are presented.

Remedial and Special Education, Vol. 12, No. 2, 48-52 (1991)
DOI: 10.1177/074193259101200209


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