Borg B, Bruce M A
Am J Occup Ther. 1981 May;35(5):321-7. doi: 10.5014/ajot.35.5.321.
One format was presented that met the practical parameters of classroom education while improving the clarity and effectiveness of classroom testing, and facilitating the assurance of future practitioner competence. While employing criterion-referenced testing, this format did not adhere strictly to a competency-based model, nor were test questions evaluated for statistical validity or reliability. Criterion-referenced measurement has the potential to be a meaningful tool in professional education, but it is not a panacea for educational demands. Difficult questions confront every educator who considers using criterion-referenced measurement toward a goal of student mastery. Criterion-referenced measurement is practical, and the educators who use it make a statement regarding their beliefs about the education process.
提出了一种形式，它满足课堂教学的实际参数，同时提高课堂测试的清晰度和有效性，并有助于确保未来从业者的能力。虽然采用了标准参照测试，但这种形式并未严格遵循基于能力的模式，测试问题也未进行统计有效性或可靠性评估。标准参照测量有可能成为专业教育中有意义的工具，但它并非解决教育需求的万灵药。每个考虑使用标准参照测量以实现学生掌握目标的教育工作者都面临着难题。标准参照测量是实用的，使用它的教育工作者表达了他们对教育过程的信念。
