Abstract
The distinction between norm-referenced measurement (NRM) and criterion-referenced measurement (CRM) has become recognized as an issue in second-language testing. Traditional methods used to determine the reliability and validity of a test, as well as to analyse items for test improvement have been based on NRM principles. These traditional methods are not entirely appropriate for criterion-referenced tests designed to measure course achievement. This study presents approaches to test development item analysis, reliability and validity based on CRM principles. These CRM approaches are discussed and compared with NRM approaches in terms of the types of decisions which result from either approach. The study was conducted using data from an ESL achievement testing project currently in progress at UCLA. The results indicate that CRM approaches provide information not available through NRM methods.
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