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The Journal of Special Education
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The Reliability of Criterion-Referenced Tests and Special Education: Assumed Versus Demonstrated

H.A. Goodstein, Ph.D.

George Peabody College for Teachers Vanderbilt University

Special education has criticized many norm-referenced tests for their lack of demonstrated reliability with exceptional populations. Current advocacy of using criterion-referenced tests with handicapped persons has failed to consider the lack of empirical data on their reliability. A review of alternative methodologies and a conceptual framework for the study of reliability of criterion-referenced tests are presented. The possibility of aptitude-x-assessment interactions is considered and implications are discussed.

The Journal of Special Education, Vol. 16, No. 1, 37-48 (1982)
DOI: 10.1177/002246698201600105
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