Criterion-referenced measurement in the college classroom.

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.