Summary

In this chapter, you have seen that Criterion-referenced testing and curriculum are, or at least should be, highly interrelated. The chapter began by discussing how testing is involved in all the components of curriculum including needs analysis, goals and objectives, testing (of course), materials development, teacher support, and evaluation.

The chapter next focused in more detail on the relationship between objectives and Criterion-referenced testing. The discussion began by examining the negative reactions of some teachers to objectives. Then various definitions of instructional objectives and performance objectives were given including discussion of how instructional and performance objectives differ in our view. The chapter also provided ample examples of both types of objectives.

The chapter ended with a brief discussion of how to fit assessment to curriculum including discussion of why the washback effect is important, what role feedback plays, and why using multiple sources of information is important.