CE 002 114 Hambleton, Ronald K.; Olszeuski, Francis Massachusetts Univ., Amherst. Center for Occupational Research Coordinating

DOCUMENT RESUME

ED 09741t CE 002 114

AUTHOR Hambleton, Ronald K.; Olszeuski, Francis TITLE Woodworking Objective and Test Item Bank: Appendix J. Finil Report. INSTITUTION Massachusetts Univ., Amherst. Center for Occupational

Education. \ SPONS AGENCY Massachusetts State Dept. Of Education, Boston. Research Coordinating Unit for Occupational Education.; New York State Edrflation Dept., Albany. / New York Research Coordinating Unit. PUB DATE' Jun 72 NOTE 92p.; For related cuments see ED 060 218, ED 085 541, CE 002 111-1 `N EDRS PRICE MF-N0.75 HC-$4y,0 PLUS POSTAGE DESCRIPTORS *Bebavioral Objectives; *Criterion Referenced Vests; Curriculum Development; Educational Objeciives; Industrialrts; *Item Banks; Measurement Techniques; 1 *PerformancBased Education; Test Construction; Trade and I dustrial Education; *Woodworking I , IDENTIFIERS ESCOE; Mass chusetts; New York

ABSTRACT This_ s oneOitheoutcomes of the work of the Massacitusetts Evaluation Service Center 'for bccupatiOnal Education (ESCOE). The purpose of the work described in this reportis to provide a set of specific behavioral objeCtivetjorwoodworking teachers to use in the development of theirhigh school curricula. Special emphasis is given to a discussion On therationale behind

Criterion-referenCed testing. The remainder, of the document is . devoted to a description of the development'ofthe objectives and the test item bank for woodworking, andgives the following information to the teacher: obja_ctive code(block/unit), objeCtive number, o jectivevfinalproctuct,:evaluation criteria, and a description of the operation. "Also included is adetailed-list,of materials needed to test each objective and a 25-itembibliography. The document concludes with. two appendixes onpreteit materials and block and unit breakdowns. (BP) FINALREPORT BEST COPYAVAILABLE

Evaluation Service Center.for Occupational yucation

ti 1

APPENDIXJi

Woodworking Objective And Test Item 3ank

Ronald K. Haniblaton and Francis Olszawski

4 z

Submitted To:

Commonwealth of Massachusetts State of New York Department of Education Department of Education Division of Occupational Education Bureau of nal Education Research Coordinating Unit Research noting Unit Boston, Massachusetts AlPenIg'itleW York

Evaluation Sante Center for Occupational education Center for Occupational lidgmation, School.,ef Education University of Massachusetts, Amherst

June 1972

.k44 0 O This test Is one of four tests published as separate appendices to the Final Report of the Evaluation Service Center for Occupational Education, Center for Occupational Education, School Of Education, University of Massachusetts, Amherst, Massachusetts, June 1972. TABLE OF CONTENTS

,, Paje.

Overview of the Performance TestDevelopment Project iii

1. Rationale for Developing the Objective andTest Item Bank.

'2 -.Purposes 1 ,\ 2

3. Description of Materials I /I

4. Using the Objective and Test Item Bank 4

5. Description of the Pretesting 10

6. Some Backgrourd on Criterion-Referenced Tests

7. ObjeCtive and Test Item Bank . . . . 25, 4 1 8. MaterialsNeeded to Test Each Objective 53 1/4

9. Reterences 63

APPENDIX A: Pretest Materials 65

APPENDIX B: Block and Unit Breakdown 74

I iii

11 -1z rERFORMANCE TEST bEVEL0PMENTPRWEW

t . . \ N. r

liaykground

fh, l968 AmtAltimept to the Federal Vocational-Technical tducation Act mandated the development of state-wide evaluationsystems for the administra-

tion and operation of federally supportedvocational educAtion. Parallel to'

this mandate the Research Coordinating Unitdirector for the Commonwea]4 of

Massachusetts was in the process of completingsome pr,desigtiactivixies for

the development ofa vocational-technical edUcation managementinformation

3y:Acm. By 1969 the predesign of this system had movedinto the feasibility

stages and Specificationg of the system were being developed.

At this stage of development New York Sta,e,Whichalready had a fine

centralized testing progtam, became interested inthe philosophy espoused

I .r - tne Massachusetts system and joined in the funding of . a mo.:e intense feasi-

bilitv test, which4ventually became thesource. of the Performance Test De- .

ivelopment Project.. The Evaluation Service Center for OccupationalEducation

(ESCOE) was funded in July 197X andwas housed,in Amherst, Massachusetts, to

__tcst.the'feasibility of systems development basedupon the principles of (1)

local yritrol and development vocational curricula, (2) data-based feedback \, bast,C,1115ou tailored per!ormance tests, and (3) ctirricAilumdescription through

terminal r,ehavior objecties.,: The followingreport deals with a sobrompunent

Lo:OE system whi 4.4,1s designed to developperformance tests as

ware s.tpport for thesCOE program.

Whats arA Whysof-Ferformance Testing

k Verformancv testing ismore a new reality as opposed to a flew toncepti.

edueatiun4tesLng. fhe concept grows out of the need feltby (Hacators to v . c. I

.\ . / sample al. sal Performances of trainees ilo opposed to ilierely measurings ptom

. of 'Sited (or ntend d) coMpetencies t rough paper atcl pencil tests' an 0

...... : 1 . \ , rel ing upoA to pre ictivepowere(i.e.,. previously established assoc atons

of'paper and pencil test scdkes to some hypoth.IiCal* observed. crite n of

. i I '

, -..competency in performance),of,the tept to infer competency acquisitio Th.

felt need has grown in part frow the Viability of standardized achievment

. . teststodeal with the uniquleobjectivei\of a specificeducitionalp.ogram,

I..% . i tnpartfrom the reportedly low cotirelations betweenmeasured. skill:and on- I ., / the-io!).(orill.-91e-shoOte0(51.111armds,atfrb.1-d---:Par the 'orealism

involVed in the, paper andi)4;i6.1 testing \situation.

Iiience the performante test can becoiceivedof as a criterio,-refe med.

test, that.(1) it is obje tive or crit ribn-centered (in one o,one corkes,

pondence with the extant component of a st\itted objective); (2) seeks to

ascertain a subject's possession of aspecific competepcy rathe than to com-

1 plete a,comparison'of the subject's cbmpetenCy level to a previusly measured'

norm group; and (3) it usually requires a 4qhotomOus decision s to whether

the compe4encyJias been demoristrated.The' erfortance test ca be construed

to be a speciilcase of thecriterion-referenced test in that here is a def-

finite attempt to establish fidelity between the sampleobserveion of the-_ per-

- P 4

In the evaluation et instructional programs in vocationaltechnical edu-

cation, the concept of performance testing is especiallyapprOpriate for sev-

eral different reasons. .First; performance tests can be hypothesized, to pro- , duce more relevant and valid date concerning the instructional programoutput.

Vocational program objectives tend to deal with competencies which require

concurrent behavior changes across several domains ofinstructional objectives'.. -v

Ili tip, thk acconiplIshineiltof a vocatio al :objective may tiepend tipun the

vpmont ul a psychomotor skill, the ma.tery of a cognate process, the acquiring e yr. of some fundamental facts, and _the delopMent of a partituT4r attitude. Un-

like paper and pencil tests, which em hasize-the-measurement of the cognitive

aspects of the performance or observations which emphasize processand act

components, performance tests possessthe. potential ;to measure the ,mixture of

behavior dOmains appearing in the desired performance., The performance test

can therefore be argued to offer avalidmeans ofaleasuring intended outcomes.

Second, performance tests produ e product records which can bestudie4 by

teachers to diagnose the place in th, instruction where a weakness may have

i occurred,. aiding considerably theirlibility to analyze their instructional

, Led :tads: Since the teacher can detetImine what aspects of the competency are

missing, he can trace the point in liIs instruction where his objectiveswerO

1 not met. Also, since the product is! concrete it can be kept.longitudinally'`,

to analyze pupil growth at'diftferenstages of a multi-year program.

Third, the nature of the data, producedo by performance testing contains

the flexibility demanded by the information needs of an evaluation system, .

.The tests are constructed in one-tc;-one correspondence to stated objectives,

thus enabling-selection of test c ponents from a inn r-tri-Pich

a manner as to tailor the testing.to th\measurement of a unique set of pro-

gra01 obje,tivos. Since the tests' are objectivespeeltic.-4=0012Arisoe.s="0iM;11

aspects an instructional program are possible. Since the tests are critcr-

skill attainment in .a particular area of interest can be as-

\ tertaiaea; hence output of instructional programs can beteseribed relative

o pt.rct,i4e of skill .levelopment. vst. i.1 s on 14elapment, ..

The (1..5;[giof HI. performance_ ests_had to take_lato.accountboth the I______

:philsophical d-thelqierational s ructure of ESCOE. At times both ofthese/

structures srVed as restraining alnd occasiona ly frustratinghurdles for the

test develo ment to

The iilosophic4l nature of/ESCOE provided the foundation of principles 4

/ I which are believed tb have caus d the performance tests tpbe unique. Since

/ the objectives wereencrated by each local school, several verySiMilar ob-

jeetives appeared f a sin a behavior within a subject. Dr. David Berliner,

>'-how with 5/i'le FarW.t labo atory for Educational Researchand Development,

invent °d a processtiostate these simaar objectives into asynthesized form

ompaniedEby item'changes providing for\the unique characteristics of eac

objective. Thus, if enough objectives from different schools werecollects ii

to repreSeni the curricula, by synthesizing those.objectives one could arrive

at a statement of alldesirable'behaviorswithin one curriculum.

The raw objectifes based upon the curriculaof each of the participating

schools were synthesized to identify the majorbehaviors within a curriculum

area. Hence, if the process worked ideally withi, acurticulum area -a linear

s.et of behaviors was produced. The degree to which this process failed to.

prod,ce d. linear array ofbehaviors comprised thk first majorrestraint.

If a singular listing of behaviors could not begaind. then' singular test

items could not be written.

Aiecald philosophical principle which developed into arestraining fa--

for WdS the decision to test onlylocally-maintained objectives within a

q)ecifi.: program. This principle actually involved several implicationsfor

testing. First, a student would be tested only on the objectivesmaintained V

/ 'bytilt; ,arrIcOlum he was-reed4ving. Therefore; the test Items had t-rrhe de.

scribed In form indicattng one-to-one correspondence with the synthesized

, objectives 's° that the local teacher could select only those/ maintained (

. i for his course. This selection pattern, however, did increfise the logical

asSumption that the tests possessed high validity in regard to ille.courses

for which they were designed to measure outcomes. Second h item had to

be independent.in its ability to be administered, since p evious or adjoining

items would not necessarily be administered with it. Thl.s item independence

served as a restraint to test development in that objec6.ves Could not be

clustered into tasks involving several test items.

Tiethird restraint.involved,both philosophical operational aspects

in that forms of scoring were preferred by the two cooperating states:

Philosophically, the state coordinators differed on the location ofscoiing;

this disagreement became a restraint to test development in that the items

developed had to be scorable both in the local school and at a central test

center. Three forms of scoring meeting this restraint were adopted, with

choice of scoring form depending upon the nature of the individual item.

Two of the forms are :lsed upon meeting the restraint with -a single scoring

proces.s. The ,.hind form requires two different processes in Order to meet

the dual scoring restraint.

The :,coring approaches requiring only one process are (1) the caliper

mechanicall\scored form and (2),the selection of correct responseform. , In

the mechanicAlly scored approach, several measured settings can beplaced in

a test scoring kit; the student or teacher records by label which of the set-

ting,i fits the final product. A key of correct setting labels can then be

referred to, producing a dichotomous score for the product interms of size tolerances. In the selection of correct responseapproach, reet-i-en-keys-

'can be applied directly to thestudents' responses. In both cases either a central oificepr,anindividual classroom teacher can use.the keys.

The third+ring form is not as simple, since two types of scores are required to meet the dual-use restraint. This scoring form is necessitated by the many tasksin the vocational curriculumwhich require expert observer judgment for the determination of performancequality. The two types of scoring needed for thesitems are (1) structured criteriafor'observation,

scoring). 'The and (2) pictorial record (color-coded to facilitate central

structured criteria for obs rvationcommunicate to the teacher whataspects

These of the product to check in /order tojudge the performance successful.

criteria would be used clash. Irithe pictorial sf:oring process, camera

be taken angles. havf been desert edswilyhwould allow Polaroid pictures td

checks would as records the fini hed product. Color-coding the criteria

enable observes in a centrallOcation to determine the quality of theper-'

formance.

Each of these hree approaches provides a meansthrough which credible

and unbiased scorecan be obtained. All of the processes can he scored by

individual teaches and, used within aclassroom setting without the aiL: ,ot n.

ar:L., :.:t c,entral scoring cation. The fourth restraint to test development

this point, since. it Is impossibleto.arrive at an immediately usable setof

norms-through e current scoring systemand the dichotomous item response

without implem ntation of a programdesigned to gather enough data to norm

the tests.

Two other restraints were presentthroughout the test development proj-

First was the quality andquantity of the . ect, both operational in nature. behavioral ob ectives themselves. Few if any of-the curriculum areas were

fully,descri Al and the tests developed are limited to described curriculum.

In-two test areas, more items were developed and the synthesization process

Was repeated in order to sharpen the synthesized objectives. In these cases

'much curriculum had been left undescribed and the fill-in process aided con--

siderably in explaining the deiscriptionsi HOWever, complete and multiple

-pis of items were not available from each school; therefore the test items

May he sacking in content validity in cases of consultant- written items., may

be presentative of.several.behaviors, and me i hence be difficult to test

or represent only a small segment of the previously unwritten curriculum.

The second operational restraint was that of time.Although the budget

was small, the §eriously close deadlines development work made time an

even greater restraint. Creativity is sometimes especjally evasive under

deadlines and within the constraints of 'administrative conflict. Still, the

time dimenSions were met in terms of design. Since schools were clos....1 dur-

ing the critical month of June, illustrations of some items of the tests

could not be produced; therefore only plans, item descriptioni, materials

descriptions and administration instructions couldube developed.

A final restraint can liSe observed in the language in which the proposal

was written. First, several terms apparently changed in meaning or in rele-

0 vanr:e to the project once development began. One apparent change occurr,i

in the description of sixteen tests for four areas.One test for eaJ level

of a curriculum area. cannot be developed so as to be equally relevant to all

schools. Since the schools maintain different objectives, different items

/ must hta,,signed to each school, even on the same level:.Hence a more ap-

propriate process becomes the development of an item bank from which tailored -x-

Second, the rime rt- testscan' bedeveloped tor each individual program. , v," curriculum required differentkinds. straints and thedifferences in nature of sometimesinappropriatt\. of tryouts; making thelanguage of the proposal seem

at* Purposes-of the TestDevelopment Project only the goalof\ The detign, of the _testdevelopment project included not ,- of establishingfeasibility of .'''4 produeing tests as productsbut allso the goal

trodd spectrum_ of vocational-occupa nal :' the test development:effort scrota a areas of vocationalcurricula were curricula. For this-reasonfour4fferent differed in hypothetical selected for test'development. .Th4z. four area .i . The-.areas chosen were machine shop, wood- difficulty of testdevelopment. .-1 ...... !/ , automobile mechanics.The automobile working andcarpentry, electronics, and 1 difficult sin emanufacturers mechanics area washypothesited to be:the most mpeting manufac- determined the curriculum,which therefore differed across c

tuters. to be sufficientlyflexible to Theperformiiice'tests were' hypothesized ovaluation,syitem.; Because-of their fulfill many 'purposes 'of acomprehensive tests werelOothesized,to proximity to thedesired outcomes, performance instruments, (2) diagnpftic serve as (1)Student diagnosticacid prerequisite (3) criterion instruments,(4) instruments for theanalysis of instruction,

and (5) program successindicators. Each measures ofclassroom achievement,

,,,om,extent. of these useshas already been piloted to application conveniences. The performance tests asdeveloped have several synthesized objectives, competer First, since the testitems are paralleled to be used as a Meth- selection of test items or"synob" comparison of items can SecOnd 'since the conceptual odology for tailoring teststo instruction. test/his built-in potential up- frames of the tests canbe described, each /Zi. tat1 lig 'flioxt ens i on by Ibe.c 1as oom teacher .. Probluns Encountered

0 Problems occ red from three viettpoints, First was the problem'of lak

of known ection, a handicap which often.,occurs in the area of development,

-S-einidwastlie problem of lack of perfectioncarcompletionorthe objectives..

used as raw materials: for- the development of test items. Third was the prob-

1 17 of contending with dual scoring requirements and with several different

\ kinds of prognen emphasis and structure.

The first problem has been emphasized recently withthe development work / done "on criterion-referedced testing. From a conceptualpoint of view, the

. criteria previously used to determine the quality of norm-referenced tests

can no longer be used for criterion-referenced tests:. Since the measurement' . ., .

strategy of thecriterion- referencedtest and the performance testis to de-. / . , .,, /- -,- I . termine the1 possession of either a skill or the capabilitkAo carry out aflr<

:._. activity or-proce'ss the degree to which the testdifferentistess between :

':.. subjects t3kinghetests does nothing to indicate test quality. Unlike the.. ) \ norm-referenced test, in which measurement strategy is to distin uish between

subjects, the performance test cannot be hypothesized p produCe largedif;.'

ferencos across subjects nor can any specific level of difficulty be expected.

Hence, average levels of difficulty and large differences between subjects do

-not indicate quality of the perfotmancaiotest.

In pelrformance testirig, some concepts of reliability still appear useftil,

while others appear to have lost their relevance. Reliability over time/. or

test-retest reliability, is still meaningful as long as the time between tests

did not include opportunity for the subject to acquire the skill in question Since performanceI tests are designed so that each item does/not necessarily P indices dealingwith homoge- refer to the same skill oractiviity, reliability for test quality. wiry of the tesx nolonger appear tobe relevant criteria performance test coverthe stigjikof. The degree towhich the items of a similar required performancesoperates in a an area andapproximate actual of 'a prediction.ndex to a norm- relatiooship to theperforthanc-e test as that might be compared tothe concept referenced test. This_degree of similarity

of'lidelity so oftenused in the recordingindustry. quality'of theraw,materials used. The second problemarea involved the process doe6 notapply evenly toall As should beexpected, the synthesis consistency to each setof objectives. areas and was notapplied with the same between 70 awl 80percent..of the content. in the machine shopcurriculum area, depth These objectivespossessed adequate was el escribedby the objectives. to produceclearlsynt- ac'ros.; !ikill areas toenoble the synthesis process The creation ofitems sized object vesdescribing unique.performances. ,indepepderire and objectives'and possessing the parallel try he synthesized by4he.philosophy of; the syst was astraightforward. flexibility required

prOess. between 60 and 75 percentof the content was In tne woodworking area, synthesizers of the rawobjectives failed to describe. Unfortunately,, the dealt only withsingle performancts. produL ,ynthe'sized objectives which synthesized by similar orrelated beha.Aorl, Instead, the rawobjectives were matrix of similarperformances (rather and the product ..ofthis process via:11,a differences in form ges denoting than a singleperformance) with several products aeemedusable, conditions and extents acrossschools. .SinceHt ese est/ items generAtekin the decision was tade toproduce a matrix'of object' performances included ineach synEhesi704 onecorrespondence to the This decision was the. source of some time lost due to theexpanded number of

test Items which had to be written; however, thisincrease in itemswas ac-

companied.by a large fncrease'la teitspecificity, which increasesthe degree

to which the performanctest cam.be.tailored tofit a given instructional

. program. without,any noticeable loss ofefficiency of the item banking process.

Due to thevarianceof material And the limited scopeof the objectives

developed for.theelectronicsturriculumarea, a decision wasmade to rewrite

many the synybesized objectives.For more than one-half of the contract .

per' d two of the test.deveopment teammembers struggled to find a format

within the scope of the electronics curriculum Could be ed. By

expanding the numberof/Conditions it was found that classes of performance.

could,be described by /synthesized objectives.' Hence, through considerable

redesign and a sma]4 set of compromises of the synthesis processinvolving

uniqueness ,of performances and allowance of performanceform changes, 'sub-

/ collections of electronics objectivcs.,cOggl be writtenwhich would allow-

test development along 'miler conceptual lines a those. followed in the

development of they machine shop test. Results of the test development- ef-

fort again produced item banks, as inthe two previous test areas, with the

items possessing'similar relationships to the synthesizedobjectives.

In che area of automobile mechanic,a, less than 50Percent of the content

Was described by the raw objectives. any of the'subdivisions-of content were

'too spars- to allow for the developMent of synthesizedobjectives. In addi-

tion, the synthesis process applied seemed irregular acrossblocks and units.

'1-11e. leVel of abstraction of behaviors described by the raw objectives andthe

interde?endence of the performances raise questions concerning the appropri-

ateness of the synthesis process in this area. Certainly, the limited number ne essaryrevisions, of the existinA of hs:iblo synthe.iized41ectives.lnd the e'objectives essential. Revision objectives made thedecisionto, rewritep to the joborientd-. of the curriculum descriptions'were m e in relationship

items,/were written around standardmechanics lion of ttle curtiulUm. Test / In some of these -tlsks a, de.ieribed in theautomo llemechanics curriculum. which includes acluster objectivesiAre\tested in 4 forMat 0 'item:, syuthesiztfd .

. I In other items, onlyparts , of the objectivesprovided by the ESCOE system.' i in the new syntheOzedobjectives of LiC0E-priucedobjectives are included the process can,be re- being tested. Once a test itemhas been constructed, three test areas. ho iiystem(capability as achieved in the other . /- tasks'in the curricu- Be use of theirtime - consuming nature,

of a motor ortransmission were notin-. lum.such a disc sembly or reassembly tasks extracted froa. complete test items. Instead, either sample selection itclms were thelar;;e unnianagedble task orwritten or pictorial curricului. ,..4,;-LaLL.d w (.:..t these 'fhas9s of the difficulty involved inthe The trird prOblimm\areaencountered was the and in the timelimitations exi:;tence of t'do, separ toscoring requirements c) 1 useful It was not alwayspossible to produce ofth,e test development,project. credible, objectivecentralized in- claw; ,;or!tig oftheperformance item and through application of the samescoring proce,ss. of tho performance useful scores in the ( :ome items ar4±suspected to produce more

situation, while the reverseis suspected uf ,r,!;: than in acentral scoring

of the tests can alter oraffirm these (C.cr itemi. Only time hand study systematic refinement ofthe woodworking, It is unfortuTte that planned to occur along ,lectronics, and automobilemechanics tests is not

machine shop test. .;;;rie lines those applied to the -XV- \

The following report includes development andfield testing procedures, item bank descriptions, recommended analysisprocedures and uses for one of the four test areas briefly deicribed above.

ye'

( I. RATIONALE FOR DEVELOPING THE OBJECTIVE AND TEST ITEM BANK

One of the things which is badly needed in the area of vocational . education is the availabhity of behavioral objectives rith which teachers can systematically construct their'\ rCu riulan addition, testing pater- ials are needed in some flexible format such that teachers and/or external examiners can assess the extent to which individuals and/orgroups are achieving the specific course objectives.The flexible format is necessary so that the testing materials can be used for individual assessment as well as program evaluation on any specified subset of objectives from the bank. Individual assessment takes the form of proViding information to the individual and the teacher on the particular objectives the student, has mastoredj4:11 'appeared on the test. Program evaluation would .consist

/ . of rqporting, in part, the proportion of examinees in the student.popula- 1,

.kign catinterest who have mastered each of the specific course objectives covered on the Lest.

The availability of an objective and test item bank wouldfacilitate teachers and evaluators making criterion-referenced measurementsto assess students and programs (Hambleton & Novick, 1972). To do this the test curs' information should relate to specific program objectives and be in- terpreted relative to prespecified performance standards. (In a later section of this report we will discuss additional features ofcriterion- referenced testing and measurement. Also we will contrast norm-referenced tests with criterion-referenced tests.) 2. PURPOSES

purpose of the work described in this report is to providea

set of specific behavioral objectives for woodworking teacherbto develop

their high school curricula, and to provide materialsnecessary and gui4e-

lines r teachers and evaluators to construction-referenced perfo

mance tests. The objective bank is complete to the extent that itcovers

synthAiized objectivespreviously developed by the ESCOE staff. (However,

it isw41-knownto all involved in the ESCOE project thatmany woodworking

__areas are dot covered. It is expected that as these objectives become.

available in the future they will be incorporated into thematerials de-

scribed later in this report. Fortunately, this can easily be done with

the system we have developed.)

Basically; what we hive attempted to do is specify what.anexaminee

.44 has to do to demonstrate mastery of-specific objectives. For each task,

examinee performance is graded as either acceptableor unacceptable by re,

ferririg to the evaluative criteria.. We havprovided guidelines for doing

this and reported on ways to do both individualassessment and program

evaluatIo:I. A special feature of our material is that all testing consists

of students completing performance task. Also, the flexibility of the

testing materials should make themmore useful to teachers in the sch

it. should be noted that,little attention inour performance testing has

beer directed toward process. This clearly has nothing to do with the im-

portance we attach to it since we consider process extremely important.

-Rather, in this first stage of test developmentwe preferred to restrict -3

ty..otIon to prodi!et evlivation. Future improvomf.ntr, to th(.!:v

a wrIllpidonbtedly iocns on the processes .invo I ved in conducting

Lain periormances.

3. DESCRIPTION OF MATERIALS

, dae of the major stumbling blocks in developing woodworking performance tasks rteM:the synthesized objeCtives was that in many cases the;, syntheskzed objectives covered several different skills Hence/it was impossible to develop only a single performance task to cover each syn- \ thesized objective. While itwo\ldhave been possible to write several tasks, the mapping of each task to the particular skill within the .synthesized Objective would not be 0.ear. The best solution seemed to. .be to rewrite each synthesized. objetive into as -many specific skills as - necessary.,

Other problems included th4t synthesized objectives were not written , as carefully as they should have been, so that much time was given to re- / '7, Writing them. After several o or" synthesized objectives were removed and many others rewritten, 1,65 specific objet ives werewritten to-Obi:dace the 32 synthesized objectives. Writing a perf rmance task to.measure each

/ . of the 165 objectives then became a fairlystraightforwardtask.

Our task included the development of the' objective and test item bank for woodworking, presented in Section 7, with the following infoimation:

, objective code (block/unit), objective number, objective,jipal product,

g, k . \ evaluation criteria, and description of operation.The ilifomation was

, , , , . collected on each objective. .. .

. , r.

4 74-

Theresulting-mat6rials were read byfive woodshOp teachers on two

different occasions and many of their suggestions wereused to modify our

materials. In adskitipflic's representative sample of 54 objectives was'pie-

tested with more thin 60 students, and here the, esults wereencouraging.'

Details on the pretest are presented. in Section 5.

4. USING THE OBJECTIVE AND TEST ITEM BANK

The objective and test item bank can be used for: (1) individual

assessment; and (2) program evaluation.

Individual Assessment

It fs possible for a teacher to select any set ofobjectives that he

desires for testing. (The teacher may-select common objectives for stu-

dents or different objectives, depending on hisgoals.) Then the list of

objectives that an individual can do_and/or cannot do canbecome part of

his record and the information can be used to effectivelymonitor the stu-

dent through the program.

Program Evaluation \ . . . \ If the list of objectives. on which wedesire ihformation is small

enough, the it may be possible to administer each objective toall stU-

det\ts and by summing across individual rtports we can calculatethe pro-

porion of examinees who perform each objectimecorrectly.

the more typical case, we desire information onall c urse objec-

tives but the time required to test 'all students would beprohibitive.

In this situation, evaluators should resort to thetechnique of an item-

examinee sampling. Such.a technique has been used successfully to eval-

, -5-

it. .;,uctioa (.v., Cot Achlevemcof (hc.

Li off tivi, loambichio, th & O'Reilly,19/10.

Flo, psychometric technique of item-examinee sampling(perhaps ')ettrer

known as multiple-matrix sampling) fotestimating test score parameters has

recently become very popular withresearchers and evaluators. Item-exam-.

ince sampling could be described a technique where, according to Lord

and Novick (4968):

M nonoverlapping random samples of rOinaryitems each are drawn replacement) from an ii=item test and treatedas separate subtests; it is not reciuired thatm = ii/nor that M = ii/N:A different subtest is administeredto each of M nonbverlapping random samples of N examineesdrawn from a population of Nexam- inees.

Lord (1962) was the first to estimate the test parametes (mean,'vari-.

ance and frequency distribution) for a populatinn byutilizing an item-

f . 4 examineesampling design rather than admini tering the total test toa

of examinees. More recently,diffoentresearchers have'investi-

gatedvakousitem-examinee sampling designs .to determine the "optimum" I number of iteMs,and examinees touse in different testing situations. tf .Curriyeium evaluaturq are presently using item-examineesampling de- , s'igns to Lollect.more informationon a program than would be available

if a1 1 i.!:1aminees in .the population ofinterest took only a subset of the

total number of items `in the "pool." item-examinee sampling is particu-

larly applicable for curriculum evaluation,where. information about the

group is usually of more interest than informatiOn.onindividual examinees.

Lord and Novick (1968,. pp,7,252,.257)report on several other situations

where item-examinee sampling would be useful.

Final result includesa set of proportions to indicate the proportion -6-

of examinees who successfully completedeach.'obie:t.,!...-

Inthe next four pageswe' will describe onemodel,thathashen used, successfully to evaluate instructionand seems applicable in vocational education.

Comrehensive Achievement Monitor ing2CAM) -1-M1-, Gorth and O'Reilly (1972.) describe a mudel.foe the eval-

. uat ion of student achievement in classrooms and for curriculum evaluation called Comprehensive Achievement MonitOhing (CAM).All.of the decision- making is done on the basis of criterion-referenced test results. The

CAM design includes the following components: e

1. The definition of a curriculum with behavioral objectives;

2. The writing of test items.to measure student performance cn each

objective which are criterioii-refeienced test items;

The organization of a set of randomly parallel tests, where each

/est is made up of items measuring all ofa sample of all of -the

, objectives in the curriculum and therefore - represents item sam- . pl ing;

4. The design of longitudinal, usually every. three or four weeks, 1

schedule of test Occasions throughout . the coukse;

5. Th'analysis of the test data and the rtrting of results by

computer, usually within a couple of .days;

16. The interpretation of the'results.by evaluators, teachers and

students as a means for making better decisions about theVr in-

struction and curriculum; and

. The-modification of curriculum, instructional activities and the

CAM design based upon the results.

The CAM methodology has been designed to work well with any grade level or curriculat area. In fact, it has already been used successfully in more than 20 schools, with more than 15,000 participating students, and -7-

to at grad levels from .third to twelfth and in every academic subject area.

(Hambl ton, Gorth and O'Reilly (1971) provide a detailed report on one of

the many aPplications.)

Particularly important to the success of the evaluation is the use of o the computer. It alleviates 'the frequently encountered bottlenecks of,

most evaluations, i.e., the analysis of data and the.reporting of. results..

The computer allows maximum freedom in the design of /evaluation,' which CAM

has used bylincorporatinglongitudinal testing with:item sampling/

Theinfoi-Mation which is provided in they GAM system includes: (1)

for individual students, (a) the total score on the current test and all

previous tests, and (b) information on the correctness of their response

to each item. corresponding to course objectives on the current test; and

(2) for any subgroup of students and any 'set of questions after each test

administration; (a) the achievement level on each objective, and (b) / achievement /profiles which display graphically the level of achievement"

on all objectives on the previous testoccasions. \, The computer allows students' achievement to be plotted on any. iven

objective (or group of objectives) for the entire course. ,.This

-calledan achlevement_profile, gives a graphic presentation of the changes/

in group achievement throughout the course. Achievement pr files are a

unique type of information available from the GAM model"

Figure 1 presents hypothetical achievement profile for four ob..yec-

/ Lives from a course. In this example, objective 1 waA taught betw the

first and second test administrations, objective 3etween the third and

/ fourth testings.and objective 4 between the fourth and fifth. for the I reason given below, objective 2 was not taught./Onthe prete(t in the Figure 1. Achievement profiles of o group of students on four objectives across _eight lest administrations. >W...I escA 111 100 80 Objective 24 2.=wz1Ww0 >0 crc 21% 60 4-4 c) 40 Objective 3 4%C..) 2 20 2'- TEST3 ADMINISTRATION 4 5 6 8 Objective I ,9-

example, all objectives except. umber two show achievement aL the ehaace

level or about ZWX: on the five Tt44n multiple-choice'items. Using the .

achievement profiles after the .second test administration the following

decisiouii might be made: (a) objective I was not lcarheil and shoulclprob-

ably be retaught, in a somewhat different way; (b) since the performance

level on objective -2 was high on both tlfe,first and second test adminis-

tratli.ns one could safely skip instruction,on it. Aftc,r the sixth test-

ing, on the basis of the CAM data the following decision could be made:

\\ the performance level _on objective 3 is .slipping and since it is an im-.

portant objective it should be reviewed. It is also noted that the per-

formance level on .objective 1 has notIchanged. One might postulate that

the topic is just too difficult for this particular group of students.

In summary, CAM represents an. application of criterion-referenced

testing to program evaluation carried out using longitudinal testing and

the notion of item-examinee sampling. Such a svategy might be applied

to analysis of vocational education data.

Test Construction

Using tht procedures described below performance tests can.beiconstruq'ted ,

easily.- Sample-tests and evaluation sheets are reported inAppendix4k. A

test item, evaluative criteria and testing materials required cort%..sponAingto

each objective are foand in sections 7 and 8. The examiner prepat#3s three

lists. The first is made of objective statements tocompose the test for

the students. The second list is made up of evaluative criteria codedto

the objectives in the test. The third list is made up of the materialsre-

quired to conduct the testing. The last list, is of course, used by the

examiner to set up his materials in advance of the test administration. DESCRIPTION OF THE PRETESTING

in order to de ermine the feasibility and practicality of our materials:-pretesting of 54 objectives was ,carried out in' three schoolsin the ,- --,. .'4 k . Amherst area involving over 60 students in t e ninthand tenth grades,

1 I / during the latter part of May. Copies of th two forms of the testand

. . 'fl the teacher evaluation sheets which wereused are reprinted in Appendix

A. TO some extent teachers assisted in theselection of objectives to'be\

.covered on -the tests.

It was found that. the testing wentmost ;smoothly in the schools where

the teachers were well-prepared. That is, in order for the test adminis-

tration to nip smoothly we found, andhardlye surprising result, that it was essential. for the teacher to preparematerials necessary for-the test-

ing in advance. Also, it seemed to be important that studentsbe informed

* of the purpose of testing. Testing went more smoothly'when this.had been

done.

The results of our pretest could be analyzed inseveral 4aysi- For

example, it would be possible to report theproportion of students in-each

0.1ass who had mastered each of the objectives onthe test. Comparison of

proportions on similar objectives across different groupscould be done to

identify the more efLac.tive teachers, schools, districts, etc. Of course,

such checks asthersimilarity of students on other factors like

genre, interests, etc., theappropriateness of the objectives fo the

f erent groups and the eqUivalence of grading standardsin the dif erent

groups would need to beconsidered in interpreting Or:-results. Fhe test results uld also be used to diagnose specific disabilities

of studthts. Scudvnt who have not .mastered certain objectives could be

assigned to remedial ,programs. to bring their performances up to standard.

Finalimprossions of the pretesting include some concerns about set".

ting tolerances, and whether "do- over.s" are to be allowed. Whatever the

decision, it should be standardized for.any particular administration of

the tests.

6. SOME BACKGROUND ON CRITERION-REFERENCED TESTS*

In r2cent years we have seen the implementation of many innovative

instructional models such as Computer-Assisted Instruction (Atkinson,

1968), Mastery Learning (Bloom, 1968; Carroll, 1963),'Individuarized In-

struction (Glaser, 1968), and Project PLAN 1Flanagan, 1961). into. our

schools. Features such as the specification of curricula in terms of

behavioral objectives, detailed diagnosis Of beginning students,.the

availability of alternative instructional-modes, individual pacing and

'sequencing of materials, and the careful monitoring of student progress, 1 4 are common taboet of the instructional models mentioned above and to many

other instructional models to which we refer in this report. Programs

along the same general lines are now being developed in vocational educa-

tion. Within these instructional models, tests are used to establish an

individual's achievement on specified content, i.e., instructional objec-

* Much of the material in this section is froman article by Ramble- ton, R. Assessing student progress: A criterion-referenced measurement approach. In R. DeLone, Controversies in education. New York: Saunders, 1973. tiyos, and to provide information for makinga'variety of instructional dt=sions. Unfortunately, the most commonly known procedures for cou- structing,administering, and analyzing tests, and interpreting scores, arc not as useful wIthin'the contextof these new instructional models, and in some cases are completely inappropriate. This is because tradi-

estimate tional norm-referenced tests are specifically constructed to \. eaitindividual'i.ibility level and tb permit comparative statements

(e.g.', ranking) across individuals. As a result we have seen the'development of a new kind of testing,criterion-referenced testing. Criterion- referenced tests are specifically designed to.meet the measurementneeds of the new instructional models.

The movement toward Criterionzrererenced testing in theschools rep - resents an important development advocated by manyeducators. Such a movement seems particularly relevant in vocational education programs.

Huwever, many problems relating to matters such as testci?instruction, interpretation of test scores, and the developmentofreporting systems have yet to be resolved.

The purpose of this brief section of the report is tointroduce the nature of criterion-referenced testing, tomake some distinttons between norm-referenced and criterion-referenced tests andmeasurements, and to describe one use of criterion-ref erented testing in anindividually pre-

scribed instruction program. Extensions to vocational education are clear.

However, it should be noted that some of the discussion inthis section

pertains specifically to paper and pencil testswhereas all our woodwork-

ing-:na:ITials are performance tasks. 'Criterion-Referenced Tests: Definition and Some Related Problems

The term "eriterion-referenced.test" was introduced by Glaser (1963)'-

to make the distinction between tests designed to compare individuals and

tests designed to measure individual achievement relative to some speci-

fied,dOmain of tasks. Of the various definitions proposed for criterion-

referenced tests (e.g., Kriewall,' 1969; Ivens; 1970) we prefer the defini-

tion proposed by Glaser and Nitko (1971). That i

A criterion-referenced test isone that is deliberately constructed to yield measurements that are diredtly interpretable in terms of 'specified performance standards.

According to Glaser and Nitko (1971):

Performance standards are generally specified by defining a class or domain of tasks that should be performed by the individual. Measuremepts are taken on representative samples of tasks drawn from this domain, and such measurements are referenced di7ctly to this domain for each individual measured.

Defining well-specified content domains, developing 1:ocedures for

generating appropriate samples of test items, and setting performance tstandards represent significant problems for measurement sp cialists, but

they will not be discussed furthet in this report, althoughlit should be

, noted that partial answers to problems ode and tWohave-betw\addressed

earlier in the repo t..

UnfOr.-unately, because of their newness and some unique 'problems to

I be described later, there is a-shortage ofinformation"on criterion-ref- ,

,erenced tests. However, it is still disappointing to note that seldom do

even the most recent educational measurement textbooks include more than

one or two pages on the topic. According to Cronbach (1970). "The testing

movement has given too much attention to comparative interpretations (to

individual differences) and too little to absolute, criterion-referenced -14-

information is easily seenwhen one con- measurement., .Theneed for such each. year areadopting instruc- siders the fact that moreand more schools

criterion-referenced testing. tional models thatrequire CriteriowIeferenced Testing, A Comparison of Normneferenccd and available aptitude Eine Norm-referenced tests. Almost all.of the norm-referenced becausethey are achievement tests can beclassified as .The meaningwhich can be at- designed to measureindividual differences.! ,:. comparison of thatscore-to tached to any particularscore depends upon a taking the test. A standardprocedure other scoresachieved by students that fall belowparticular scores is to report thepercentage of scores ofexaminees (i.e., percentile normstables), thus iu different groups, individual's score relativeto.the making.it possible tointerpret an different. groups, if desired. scores ofstudents.in several makimize the referenced test isconatructedapeqifically to A norm - t thore likely toproduce variability of test scores,since such atest Since individuals on the'measured ability. fewer errors inordering the

often used forselection purposes, it follows nor..- referencedtests are in'ranking individualsis extremely that minimizing thenumber of errors

important. facir-that norm-referenced tests areconstructed itis a hell -known

cedures_ where items areusually selected to using LeTX a/ g_ properties ratherthan to be repre.l. 'produce tests withdesired statistical

1971). It is partlybecause sentative of some contentdomain (Gronlund, cannot be interpretedrelative-fb some of this fact thatthe test scores difficult test itemsdo not usually appear ,(Alient domain. Both easy and they contribute verylittle to test score in norm-referencedtests because -15-

variance. Also, items which do not tfreasure the same ability as the major4

'ity of other items in'the test are usually removed. Empirical evidence tiu

support these conclusions is provided by Cox (1965). His work revealed /

that the selection of items from a total item pool by the usual item.se4

lection procedures (i.e., utilizing item difficulty indices--proportio4s

of individuals passing items, and item discrimination indicesmeasured of

the relationship between item success and 'erformance on some criterloW,'

test usually the total teat score) resulted in tests which contained pro=

portions of items measuring instructional objectives different from those

in the total item pool.

Criterion-referenc ed tests. The emphasis on mastery learning in the

new instructional models has led to an interest by measurement specialists

in-criterion-referenced testing. Criterion-referenced tests can be used

to serve two purposes. First, they can be used to provide very specifiC

information on the performance levels of individuals on the instructional

objectives. This information can be used, for example, to determine wheth-

er an individual has "mastered" particular objectives (Block, 1971). To

aid in making individual mastery decisions on.particular objectives is one

of the major reasons for developing the objective and test item bank in

woodworking.

Second, criterion-referenced tests can be used to evaluate the effec- S \ tiveness of instruction. Norm-referenced ists given at tthe'end of a

Course are usually inappropriate formakinglevaluativedecisions on the

effectiveness of instruction because they are not designed to cover the

instructional objectives. However, criterion- referenced ,tests are quite

useful to the curriculum evaluator because of the specificity of the test -16- 1

--.

. results to the itAiructional objectives. , ,..,. erion-referenced .leaut be thOught of Typically, the items on acrit/ ,1

, as a sample from somewell-defined content domain. Knowing a student's test score dp.e s not ,allow us toaccurately say which itemswere' answered correctly, but we'can make a pretty good estimateof the proportion of

4 :items in the domain that he could answer(Popham & Husek, 1969).

What are ..he appropriate procedures forconstructing criterion-refer-

enced tests using presented in multiple-choice format? It should be

clear thit since a score on-acriterion-referenced test is compared to 11.

some performancestandard rather than to the performance of:otherindivid-

uals, for the test to be a good measuringinstrument it will be necessary

to change the ited selectionand test construction procedures.

Since comparisons among individuals areof little or no interest when

using a criterion-referenced test, itfollows that a test constructor is

developing a test to maximize the varianceof . not usually concerned with

test scores. Therefore, a teei developer should. not usetraditional item

selection-procedures described earlier to choose items becausethey were

specifically designed to produce a test withmaximum test score variance.

For example, criierion-refereficed tests areoften used either beforestu-.

dents are taught specific instructionalobjectives or immediately after

students have been taught specificinstructional objectives. In the for- ., mer situation, most studentswill answer few or none of the testitems and

in the latter situation, they will answer most orall of the ftems. It fsi

clear then that in bothsituationi verylittle variation in total test

scores within the groupof students will result.'Consequently, the usual

Indices for assessing the discriminating powerof an item will be very -17-

close tO zero, which is considered an indication of Cpoor test item in

I constructing a orm7referenced test. Thus, there is the distinc past- , hility.that if traditional item.selection procedures developed f r use

with norm-referenced tests are applied to the problem Of conscruc ing

criterion-referencedtests many good items will be unwisely disca ded.

It would seem that ,what is needed now is a test theory devel ped

, 4 specifically for criterion-referenced tests. Some progress has been made , - An this direction by Cronbach and Gleser (1965), Kaftan X.116.9). assr

andNitko (1971), und'Hambleton. and Novick (1972).

Criterion-referenced testing is somewhet-dliitnt when appli d to

the woodworking area since our, items consist af per/formance tasks ther

t than multiple - choice items. Hence sane of the issues described fib()e'are

--. ; P not relevant to our materials. 4

A summary. Although a test4annot be- classiqed as either a norm -

rqerenced or criterion-referenced test by simply lcieking at it, the two- \ kinds .of tests are designed for quite different reason ,andconstructed

using different pt3cedures. ,,The norm- referenced test is constructed using

traditional itemselection procedures, for thepurpose of4ing compari:

/ sons among individuals. In contrast, a crite ion-referenced lest is de-

signed:to facilitate decision-making relating to individual performance

and effectiveness of instruction. Procedures'for constructing the tests

are only now being developed.

Distinction Between TestinInstruments and Measurement'

The differences between norm-referenced and crlt:erion-referenced

tests can be further clarified by properly distingulshing between testing

instruments and measurement. Certainly criterion- referenced measurement -18-

is substantially diffeient from norm-referenced measurement. 'In the 14- ter, one is primarily interested 'in using the measurementsfor making \) comparative decisions among individuals, whereas inthe'formet the measurements are used to evaluate student performancerelative to specific performance levels.

The major distinction between norm-referenced and criterion-referenced measurement is in. terms of the kind of infoimationavailable. With the availability of a theory for making norm-referenced measurementswe have procedures forconstructing_optimummeasuring_instrumentaLj.e norm-referenced tests. Then. the pertinent question seems to be whether or not the instructional models whichrequire diffetent kinds of measurement require new kinds of tests or the usual testswith alternate procedures for interpreting test"coris.We subscribe to the belief thatnew.../ tests are neededv constructed in wayswhich are substantially different from the traditional approaches to test construction.We distinguish a criterion-referenced test from a norm-referenced test onthe basis of the procedutes used to construct them.

It should be noted that a norm-referenced test canbe used. for criterion-referenced measurement, albeit with some diffiCulty,since the sampling of items is such that in many cases objectiveswill not be covered on the test,. or will be covered with only a fewitems.-Also, a cri-

terion-referenced test constructed by proceduresespecially designed -o make criterion-referenced measurements can be used tomake norm-referenced meaghrements., However, a norm-referenced test is constructedspecifically

to maximize the variability of test sTres (whereas a criterion-referenced

Ce:it.is not) since such a test is mOst,likely toproduce the fewest errors -19-

in .ordering the individuals on the measured ability. Clearly a norm-ref-

erenced test can be used to make criterion-referenced measurement, and a

criterion-referenced test can be used for norm-referenced measurement, but

both usages will be less than optimal. -." Thus itwOuld-seem misleading to talk about-tests as either norm-

referenced or criterion-referenced since measurements Obtained from either

testing instrument; can be explained with a norm-referefteed interpretation,

critrion-referenced interpretation, or both. But it is clear that a. test

-eeelsk-ruotacknfavAsiticingAnifir..kinsi-JA:ASeasutement.48-flot-like1r-be-optifetifin

. for the other.

Decision-Theoretic Approach to Criterion-Referenced Measurement

Our own conceptual'frainework for criterion-referenced measurement

goeS this way. Like Cronbach and 'Gleser (1965); we see testing as a de-

cision7theoretic process; that is, tests are given for the purpose offaid-

ing in making decisions. This is certainly true in vocational educatibni

''where we want to assess. mastery or non-mastery of students Qn specific( 4

instructional objectives. One of the main differences between norm-ref-

erenced and criterion-referenced tests is in terms of the kinds of deci-

sions they are specifically designed to make. Norm-reterenced tests are

particularly usefdl in situations where one is interested in "fixed-quota"

seldction (i.e., only a:certain number of individuals will be selected re

gardless of their qualifications), or ranking individuals on some ability.

tests. Decisions relating to mastery of instructional materiels are best

done with critetIon-referenced tests. With a criterion-referenced test

we have what Cronbach and Gleser (1965) /would call a "quota-free" selec-

tion problem. That is, there is no qrta on the number of individuals -20-

who can exceed the cut-off score on a criterion-referenced test. A cut- off score is set for a criterion-referenced test to separate examineesin-

to two mutually exclusivegroupa. One group is made up of examinees with highemughteitscores>the cut-off score) to assume they havemastered.

the material to a desired. level of proficiency.' Thesecond group is made

up of examinees who did not achieve theminimum proficiency standard.

Establishing cut-off scores is primarily a value judgment.

The educational goal 14 to haveeveryone achieve 61e standard's. This

is attempted by individualizing instruc'ti'on to the poinrof providing

alternate instructional modes (Cronbach, 1967), individual pacingand se-

quencing, and providing-various remedial programs.

The priiary measurement problem in the new obtjective-basedcurrieu a

programs such as thip ones being proposed invocational education is one of A 11 determinirr. if Pi, an estimate of-Pia, is greater than Po. Here Pi is the

"`true" score for an individual i in:some partitnlar content domain. It

represents the proportion of items in some contentdomain that he could

answer successfully. Since we cannot administer all items inthevdoinain,

we sample some small number to obtain anestimate of Pi, represented as A Pi. The value of Po is the somewhat arbitrary cutting scoreused to di-

vide individuals intothe two masterycategories described above.

Basically then, the testeris problem is to locate each examinee in

the correct mastery category. There are two kinds, of errors that occur

in this classification problem: false positive'errors, and false negative

errors., A false positive error occurs when the tester estimates an exam-

inee'g ability to be above the cutting score when in fact it is not.A

false negative'error occurs. when the reverse is true. The seriousness of -21-

making a false positive error dependsto. some extent on the' structure of

the instructionalobjectivies-. It would seem :that this kind oferror has

the Most serious effect, on programefficiercy'men the instructional ob- -,- jectives are highly related. On the other hand, the seriousness of making

a false negative error would seemito dependon the length of time a stu-

dent would be assigned toa remedial program because ofl his low test per-

formance. It should be noted thatmany students.who a e misclassified

\ are, of'coUrae, close to the cuttingscore; hence theamedial work is

not completely inappropriate for them. 't

In practical applications of c : iterion- referencedtesting itwould

seem that in order .to evaluate the test it would benecessary to know

something about ,the consistency of decision- -making across alternate forms\

of the criterion-referenced test test-reliability). Another-con-

sideration is the validity of decision-maiinimiththese tests. The prob-

lem of reliability and validity estimation forcriterion-referenced tests =

has not to date been satisfactorily soled; however,there are several

papers that deal with the topic, including Bormuth (1970), Hambletw,did

Gorth (1971), Haibleton and Novick (1972), andPopham and Husek (..969).

Criterion-Referenced Testing: An Aft /cation,

In the final part of this secttonwe will consider the application

of criterion-rEferenced tests to the area of individual assessment inan /

individually prescribed\instructionp ogram.

A new instructional model, typi al ofmany being, implemented in

schools around the countr is the one being used in the Jamesville-DeWitt

(JD) High School in DeWitt,' New York (0Reilly & Rambl*.cOn, 1971; Hamble-

ton, Gorth & O'Reilly, 1972). -22-.

in science is ThiS ninth grade individualizedinstruction program consist ofinstAictional aciiv- organized intoinstructional modules which has been expressedin teach a singlemajor concept which . ities designed to instructional activities whiChmake terms of behavioralobjectives. The

smaller submodulescalled learning activ- up__amodule_are_subdivided_into /- proceeds through aninstructional ity packages (LAPs). As each-student Made about him.. module there are four types ofdecisions which must be following,criterion-refer- To.provide information fordeciOion-making the )

. I module. posttest,and enced tests areadministered: e module pretest, .a

several LAP pretestsand posttests. As a student be- Briefly let us considereach decisionseparately.

is-adminisrered: On the basis gins to work on amodule, a modille pretest the particularLAPse of his test performance, aprescription indicating module is .preparedby the that a student needsinstruction on in the working only ensure thatstudents will be teacher. Such a procedure will goaii which have not beenmastered on learningexpe0.ences directed toward which is either th same test or anal- previously. The nodule posttest be used for prescribingremedial ternate form of themodule pretest can the effectivenessof work for a student, for grading,and for evaluating

the instruction inthe LAPs'. pretests are used topre-, Analogous to the modulepretests, the LAP

LAP that the studentmust demon- scribe a set ofobjectives within the

to the nextLAP in his prescription. strate competencyin before moving on the extent to whichstudents. beim LAY posttests areused to determine LAP. satisfactorily completedthe objectives of the learning:difficulties can also 'Decisions relaring:tothe diagnosis of -23-

be made fram thcriterion-referenced tests/ if the incorrect responses to

the items have been carefully constructed i.e.,. incorrect choicesare iu-

eluded in an iteM because they are indicative of particular learning dif-.

ficulties. App rently this systematic construction of incorrect choices

to multiple- oice items for the purpose of diagnosing learning difficulty

has not betn carefully explored but offers much potential.In addition to

. being an excellent way of extracting more information froma criterion-

referenced test, it offers a systematic way of constructing choices to

multiple- choice items. a - One problem that remains to be solved for .programs similar in format

to the JD model is the development of guidelines for establishing cut-off

points how many items must an individual pass on a criterion-ref-

erenced test to demonstrate mastery).

Summary

In this,section we-have attempted to .highlightsome of the special -1, characteristics of criterion-ref erenced.tests and compare them wieh'norm-

referenged tests. Also, the application of criterion-referenced testing

,.,,. to the proStemw9. assessment in an individually prescribed in-

struction progr was briefly discussed. Some pertinent comMents were, in included that made speWic reference to performance testing in woodwork- \ ing.

It should be clear from this saction that there are still many prob-

lems that remain to be resolvtd in developing an operational criterion-

referenced messurement model for assessing student mastery in the sch.1,.

It is encouraging to note that at this time there is probablymore re-

search being conducted in this area than any other in educationalmeasure- -24-

ment. Inua it, should not be long before practical solutions are fount

to the problems.

0, 7. OBJECTIVE AND TEST ITEM BANK (Block/Unit) CODE OBJECTIVE NO. OBJECTIVE -4 FINAL. PRODUCT .EVALUATION OPERATION 01/01 1. givenSharpenoil.iron, a agrounl oilston/,plar(e plane iron, and J' Planerazor iron edge. to Cuttingsharp. edge is razor wirePutHone filmedge, cutting ofoll until edge on shard. to riemcve: 01/01 2. givenSharpen a ground a chisel, chisel, o Chiseledge. to razor Cuttingandsharp. not edge rounded. is razor Bevel is flat wireNonePut film cuttingedge, of until edge tosharp. ren;:.ve oilstcne. 01/01 3. Sharpen a knife, Knife to razor Cutting edge ie razor Bevel is flat PutHone film cutting of oil.on euge tovrilstona. re:7.---e givenoilscene, a ground and knife,oil. Scraperedge. with Scraperandsharp. not =cuttingrounded. edge .has wireFile edge, edge untilof scraper sharp. urtil 01/.: 4. 'givenSharpenburnisher.oil,scraper, a file...and grounda scraper,oilstone, hand a edge..sharp hooked afterisuniform sharp. trial hooked scrape. edge and No marks left edge.burnishersharp. to form hooked Roll sharp edge with 01/01 5. Jointa circular a blade, saw given blade, Circularis true bladeround. flatCircular tips. saw teeth have . reversePlace blade on saw arbor in y aboVe table, push- andcircular o.15Lone- saw, machine, _ blade.ing oilstone over revol.:ing 01/02 6. ofLaysto stuAiqit tai,lefor the top table for tools, and pieces direction.Proper grain - direction. grainAlltion joints patternmarks. have and same grata Identifica- anddirection,theLay outgluetable pieces.,..f joint. top grain for pattern.zrat: "v , Mortise and tenon Sire, depth, and loCation .Lay :mit tenon on 1..otl. . far . .ri a...1 tenon if jointfor :narkeda snug fit. of mortise and tenon. ofon ra" legs to receive t Lay out 7.:.! J. 1,. "nd a (Block/Unit) CODE ObjECTIVE NO. OBJECTIVE FINAL PRODUCT --; EVALUATION OPERATION 01/02 8. givenforLay a cutcrossiappieces pieces of joint, stockof stock fit.outBrace for is' a laidproper ofJointthickness stock. is of assame the piece Joint narked Markfor briacecrosslap piece joint. of stock 2 01/02 9. . and a stocklast.Makefn- aa rodbrace; layout tools, of a Layout rod of a Marksstockfor properare width. marked angle on and rod Transfer measurements from combknatinnruleproject,and measurementsdividers, giveistraight square. aand sketch' for edge,a the project. joints.Identificationin relation to of'ketch. size.sketch to layout rod, full. 01/02 10. Makeruleproject,and ameasurements dividers,rod straightgiven:ayout anda of forsketchedge, aa the LayoutprojeCt. rod of a Marksjoints.inIdentification relation are marked to sketch.on of rod sketchTransfersize. to-layout measurements rod, fullfrom 01/02 11. Maketry a rodsquare. layout of a Layout rod of a Marksin relation are marked to sketch.-on rod Transfersketch tomeasurements layout rod, full steelproject,andrule-dividers, measurements square. straightgiven a and forsketchedge, athe project. Joints.Identification of size. 01/02 12. edge,andMaketheproject, 4 aproject,rulelayout transfer givendividers, board straight ofa sketchfora and project.Transferto rod ofmarks a fromStockLines transfer onproperly a piece board. marked of TranSferofa layoutstock. measurements board to a piecefrcm 01/02 13. Makea combination. a transfer - square, of a Transferto rod ofmarks a stockLines onpfOperly a piece marked of a Transferlayout board measurements to a ple:-e from.' aedge,andproject, thetry a squ.ire.project,rulelayout g.ven dividers, board straighta sketch for and project. .from transfer board. of stock. 05..TEOTIVE c-\ (Block/eilit) CODE01/02 NO.14. Make a transter of TransferFINAL PRODUCT marks Lines on a piece of EVALUATION Transfer measurements from OPERATION aand'u edgt,thpr:.,steel project, layout rulesquare. dividers,board straight for and t, givea a sketch project.to roc: of a fromstock transfer properly board., marked- of.stock.a layout board to a piece 01/02. -a 15. Make a full-size layout Transfer marks Lines accurately marked Transfer.linestemplate to layout from stripboard. dividers,ofandasketch astraight project,a strip of a the steel edge, template.given proyect, square,rule a layoutto full-size board. typelocationto full of construction. sizeof joints shoving and 01/03 16. givenpaper,forSand theaa pieceand,apiece project, ofhloCk.of stockstock, sand withsurface.A piece a smooth of stcck ofThicknessNoSanding sandpaperstock withuniform; of marks..the grain.piece blockSand aand piece sandpaper. of stock with 01/03 17. paper,forgivenaSand the'roject,a pieceandpiece a ofvibratorof stock,sand-stock surface.withA piece a smoothof stock ofThicknessNoSanding stocksandpapef uniform. withof marks.the the piece grain. aSand vibrator a piece sander. of stock with 01/03 18. Sandsander. a piece of stock, A piece of stock Sanding wits the grain. Sand a piece of stock with beltpaperfoigiven the,project,sander. belts,a/Piece and of asand-stock withsurface. a smooth I' ThicknessNcrsandpapeeof stock .o uniform. marks. the piece a belt sander. 01/03 19. hand:scraper.givenforScra thea;w piece aproject, piece of ofstock and stock, a withA removei..andpiece allscratches ofnicks stock Alltooftheremoved. nicksthe begrain. uniform.piece and scratchesof ste.ck Scraping with Thickness withScrape a hand a piece scraper. of stoc (alock/Unit) CODE OBJECTIVE NO.20. .Apply glue and clamps; OBJECTIVE FINAL PRODUCTGlued up Glue consistency, applica- EVALUATION Mix glue, apply glue to a OPERATION 01/04 givenandtools,for t!lamps.a.pieces breadboard, powdered of stock glue, breadboard. grain.ofclamps,tion clamps, of uniformglue, direction placement pressure of of glue.breadboard,piece of stock, remove clamp excess up 01/04 21. Applyforgiven aglue saladpieces and bowl, ofclamps, stock tools Gluedsalad up bowl. clamps,Glueoftion clampsconsistency, of uniform glue, in direction placementpressure applica- of of Mixremovesaladpiece glue, bowlofexcess applystock, with glue.glue gigs;clamp to UPa andfor clamps.gig, powdered glue, Glued. up Gluegrain. consistency, applica- Mix glue, pply glue to a 01/04 22. givenApplyclamps.powderedfor agluepieces table (glue,and oftop, clamps, stockand table top. ___tion of glue,ofclamps,is clamps, placement uniform board of pressure surface glue.tablepiece top,of stock, remove clamp excess up 01/04 23. givenApplyfor apiecesglue bookcase, and of clamps,stock material, I/ Glued .up bookcase.- Applicationblocks,placement clamp ofof clampsglue,pressure, and Applyupproper bookcase'with glue locaaloo,to stock, blocks removeclamp in clamps.tools, white glue, and Applicationsquaring up bookcase.-of glue, excessMix glue, glued at ply glue to 01/04 24. givenApplyandtools,for clamps.agluepieces bookcase,powdered and of clamps, stock glue,material, Gluedbookcase. up upglueblocks,placement bookcase. consistency,_ clamp of clampspres and withglue.stock,location, blocks clam* r move excessLn properup bockcase Application of glue, Mix glue, apply glue .to . 01/04 25. glue,givenApplytools,for anandpiecesglue arcablocks, clamps. and ofheader, clamps, stock'powdered archGlued header. up blocks,placementconsistency.equal pressure,blocks of clamps to gluehave and archpieces header of a k, clanp move excess (Block/Unit) CODE OBJECTIVZ NO. OBJECTIVE FINAL PRODUCT EVALUATION OPERATION 01/04 26. glue,tools,givenApplyfor anandglue piecesblocks, arch clamps. and ofheader, clamps,white stock header.Clued up arch Applicationhaveandplacement blocks,equal ofofpressure. blocks clampsglue, to removestock-,Apply glue excesaclamp upglue. arch header, t4 pieces of 01/04 27. givenApply4or'an "gluepieces arch and of,stockheader, clamps, header.Glued.up arch andA-plicationplacement-of blocks, ofblocks clampsglue, to .archpiecesHeat header, glue, of stock,removeapply glueclamplupexcess to 01/04 28. glue,tools, and blocks, clamps. hot gluehave consistency.equal pressure, glue. andblocks,givenApply forclamps. frames,gluepieces white and oftools,glue, clamps, stock Glued up frame. FraiebeandplacementApplication of blocks, toequal be of square.pressure.blocks ofclamps glue, to Applying,clamp gluesquaring up frametoljoint up with frame. parts, block- O 01/04 29. blocks,forgivenApply frames, piecesglue hot andglue,tools, of clamps,stock Glued up frame. beApplicationati&placement of equalblocks, ofpressure.of blocksclampsglue, to withjointframe.Heat blocking, parts,glue, applyclamp squaring glueup frame toup 01/04 30. and clamps. Glu ConsistencyFrame to be ofsquare. glue. andbl-cks,forApplygiven clamps.frames, glue piecespowdered andtools, ofclamps, glue,stock berAfApplicationFrameanctblocks,placement equal to be ofpressure.of square. blocks clampsglue, to . withMixframe.joint glue, blocking, parts, apply squaringclampglue toup uphome 01/05 31. bookcase.Assemble and square a Cut and in- withAssembled standards bookcase StandardConsistencyBookcase numbers squared of glue. match up. standardsAssemble bookcase,to length, cut in- withhammer,standards,givenstall grooves. shelfhacksaw,bookcase fasteners,standards, shelfparts installed. - assembleup.and stand:ad bookcase. holes line Method used to stallup bookcase. standards,' square CODE OBJECTIVE . OlizrL.TIVE FINAL PRODUCT- EVALUATION, OPERATION (Block/Unit) 01/05 32. Assem%lcbookcase. and square s Cut and in withAssembled standards / .bookcas/. StandardBooicase squared_numbers up.match - stallstandardsAssemble standards, bookcase,to length, square cut in- givenparts-withhammer,standards,stall hacksaw, shelf bookcase grooves{,nails:standards,, shelf - installed. up.andtn.-assemble standard'holes bookcase. line Placement of nails up bookcase. 01/05 33. bookcase.Assemble and square a Cut and in- with.standaidsAssembled bookcase StandardBookcase numberssquared match,up. . stallAssemblestandards'to standards, bookcase, length, square cut in- . Standards,givenstall hacksaw, shelf screws, standards, shelf . .,assemblePlacement.standard bookcase. holes of screws line up.to up bookcase. 01/05 34. Assemblewithtools, grooves. bookcaseand square parts up Assembled cabinet Cabinet assembled 'and Assemble cabinet, cut aLcabinethammer,givenstandards,install aand andhacksaw, shelf cut cabinetfasteners,. andstandards, shelP withinstalled. standards usedholesnumberssqUared. toline assemblematch, up. standard cabinet. Standard Method upstallstandards cabinet. standards, to length, square in- 01/05 35. Assembleparts with and' grooves. square up Assembled cabinet Cabinet assembled and Assemble-cabinet,standards to length, cut -in- hammer,standards,giveninstalla cabinet a andhacksaw,shelf andnails, cabinet standards,.'cut shelf and installed. with. ,Otandards ofnumberscabinet.holessquared. nails line match,to assembleup. standard Standard Placemenc upstall cabinet. standards', 'square 01/05 36. aAssembleparts cabinet with andand grooves; squarecut and up withAssembled standards cabinet Cabinetsquared. assembled and- Standard-- co: standardsAssemble cabinet,to.length, cut in- withstandards,giventools,install grooves. a hacksaw, bookcaseshelf screws, standards, shelfparts installed. cabinet.ofholesnumbers,a4tchl'itandard scree Zi.nap. ii to assemble Placement upstall cabinet". standards, square Y. (Bloc CODE nit) OBJECTIVE' NO. OBJECTIVE FINAL PRODUCT EVALUATION OPERATION CI105 37. chest,Assembleanda hammer, tools. given and chest fasteners,square parts, a Assembled chest. placementsquared.Chest assembled of.fasteners.,-. and Tight joints, Assemblechest.fasteners, chest square parls up with 01/05 38. hammer,chest,Assemble givenchest and nails,squareparts, a Assembled chest: `_Chest assembled and standardplaceientsou holes of/fasteners, line up. ht j , Assemblenails, squarechest upparts chigiit. with 01/05 39. Assembleandchest, tools. givenand square screws, a Assembled chest. Chestsquared. assembled and fight joints, Assemblescrews, chestsquare parts up chest.'with tools, and chest parts. Allstandardplacement saw marks holes of fasteners,removed. line up. Milled boards with smooth 01/07 40. .concave milledRemovecuts,andconcave sandpaper. givensawboar4s cuts, marks with a onfile, Mikiedcuts.smooth board concave with UniformNo sandpaper concave marks. cuts. concave 'cuts. 01/07 41. milledtools-Set nails, boards, given and nailed Milledsurface.nail setboards below with .ofwiLythickness stock,.ofSize set nailset nail, consistenceofused. a pieceDepth ofSet wood.' nails below surface 01(07 42. withgivenRemovefile, concave bandsawed bandsawa'hd sandpaper. cuts, marks, boards a withcaveBandsawed smooth cuts. boardscon- UniformNoAllwithin sandpaper handsaw concavedesign marksmarks. limits.cuts, removed. FileSand-concave out handsaw cuts marks. smooth. 01/09 43. woodofaPosition miter wood,together, vise,andtwo piecesgiventwo of ue. ieces vise.Twofastened pieces inof miterwood vise.flush.Mow wood was placed in Surface shouldJoint be to be tight. vise.Fasten wood in miter ti (Block/Unit) CODE OBJECTIVE NO. OBJE7rIVE FINAL PRODUCT EVALUATION. OPERATION 01/09 44. square,Applyscrews,leaf iingei antable, tools, to agiven dro;;.:combination hinges,' a drawing for table.onInstalled a drop leaf binges locationsurface.HingeSize of set cutoutand in direction.flush for hinge.with Correct hinge MarkandInstallChise:i Outleaf. hingehingeout hinge location.to, tablepocket. 01/09 45. hinge location. andscrews,Applylocation.leaf a drawinghingestable, tools, togiven fortry a hingedrop square,hinges, ontable.Installed a drop leaf hinges surface.HingeSizelocation of set cutout inand flush direction:for hinge.with Correct hinge - Ildiaprout,Chisel`.f stall out hinge andh!oke locationItal. pocket. to table 01/09 46. forApplysquare,screws,leaf hinge hingestable, andtools,location. toagiven drawing asteel drop hinges, table.onInstalled a drop leaf hinges surface,locationHingeSize ofset cutoutand in direction.flush for withhinge. Correct hinge andChiselMarkInstall leaf. out out hingehinge binge location.to pocket. table. 01/09 47. screws,givenApply butthinges tools, hinges, to combinationa door,door onInstalled a door. hinges marked.How hinge location is Size of cutout ChiselMarkInstall out out hingehinge hinge tolocation. pocgtt.doo!r. hingesquare, location.,and a drawing for uniform.hingefor hinge. into door to be Set-in of - 01/09 48. Applyandscrews,given ahinges drawingbutt tools, hinges,to for atry door, hinge square,door onInstalled a door. hinges .Howmarked. hingefor hinge. location is Site of cutout Set-i0 of ChiselMarkInstall out out hingehinge hinge to pocket. door. location. 01/09 49. location. uniform.hinge into door to be square,Applyforscrew.,given hingehinges buttanda tools, location. hinges,todrawing asteel door, door onInstalled a door.- hinges marked.uniform.hingeforHow hinge.hinge into locationdoor to beis Size of cutout Set-in of ChiselMarkInstall but out hinge hingehinge location. pocket.to door. (Block/Unit) CODE OBJECTIVE Nu. OBJECTIVE FINAL PRODUC Accurate measured lines ,EVALUATION Measure a piece of stock. OPERATION 02/01 50. Measureandsquare,sharpstock, specifications. pencil,and givena piecemark a combination benchaof piece stock, rule, of stockMarke(ispecifications. as piece per of markedstock. on a piece of withMark athe combination_ piece of stock square. 02/01 51. Measuresharpstock, pencil, andgiven mark atry bencha piecesquare, rule, of Markedspecifications.stock pieceas per of markedAccuratestock. on ameasured piece of lines withMarkMeasure athe trya piecepiece square. ofof stockstock. specifications.apiece of stock, and Accurate measured lines Measure a piece of stock. 02/01 52. Measurestock,specifications.asharp piece and givenpencil, ofmark stock,a benchasteel piece and rule,square, of Markedspecifications.stock pieceas per of markedstock. on s piece-of withMark athe steel piece square. of stock 02/01 53. Measuresharpstock, pencil, andgiven mark acombination steela piece tape, of stockMarkedspecifications. aspiece per of markedAccuratestock. oa measured a piece linesof MeasurewithMark athe acembination.square. piecepiece ofof stock.stock andsquare, specifications. a piece of stock, 'Marked piece of :fir Accurate measured lines Measure a piece o totk. 02/01 54. Measureasharpstock, piece pencil,andgiven of markstock, a try steela pieceandsquare, tape, of - specifications.et^ck as per markedstock. on a piece of withMark thea try piece care. stock specifications. Marked piece of Accurate measure es Measure a piece of stock\. 02/01 55. aMeasure specifications.sharpstock,piece pencil, ofandgiven stock, mark asteel steel aand piece square, tape, of stockspecifications. as per markedetock. on a piece of withMark athe steel piece square. of stock (Block/Unit) CODE OBJECTIVE: NO. OBJECTIVE FINAL PRODUCT - EVALUATION OPERATION 02/01 56. Measureandsquare,sharpstock, specifications. pencil,and agiven markpiece combination aa 4zig-zagpiece stock, of rule, Markedspecifications.stock pieceas per of markedAccuratestock. .on measured a piece oflines withMarkMeasure athe combination a piecepiece ofof stocksquartstock. . 02/01 57. astock,Measure sharppiece given pencil,ofand stock, marka zig-zagtry aand piecesquare, rule, of Markedspecifications.stock pieceas per of markedAccuratestock. on measured a piece linesof withMarkMeasure a thetry a piecesquare.piece ofof stockstock. 02/01 58. Measurestock,specifications. andgiven mark a zig-zaga piece rule,of Markedstock pieceas per of markedAccurate on measureda piece oflines Measure the piece of stock ece of stock. I specifications..ashafp piece pencil, of-stock, steel and square, , specifications. . stock. with a steel bquare. 02/02 59. Markedge,asquare, board oneead and givenwitn.a a ofpencil. a straight tryboard square, square.endBoard marked with one Accuracy of square line. withMark a trypiece square. of stock 02/02 60: Mark both ends of a board . Board layed out Accuracy of square line. Mark a piece of stock withgivensquare a straight ato try a.given square, edge, length, aand board endstosquare. length, marked both Accuracy of length. ''- with a try square. 02/02 .61. Marksquare,a pencil. one endgiven of aa combinationboard endBoard marked with one Accuracy of square line. withMark's-piece a combination of stock square-. 02/02 62. Markstraightsquare, both aendsedge, board of and witha boarda pencil.a Boardsquare. layed out Accuracy of square. line. Mark a piece of stock edge,agivensquare board and.a tocombinationwith aa given penci.-a straight length, square, square.endsto length, marked both Accuracy of length. . with a combination square (Block/Unit) CODE OBJECTIVE 63.NO. OBJECTIVE -Board wLrh one end FINAL PRODUCT Accuracy41, of square line. EVALUATION Mark apiece of stock OPERATION 02/02 Markpencil.straightsquare;square, one end agivenedge, board of aaand withsteelboard a a marked square. with a steel square. 02/02 64. .squareMarkboardgiven toboit awitha givensteelends a straight oflength,square, a board a markedBoardlength, layed squarer both out ends to ACcuracyAccuracy of length.square line. withMark a steelpiece square.of stock 02/03 65. Determineedge, and aif pencil. an edge is piece of stock terminesStudent correctlythat material de- ofPlace stock square to check on a edgepiece a square,job and givenusinga try partasquareA try of . withsquare an edgeto face. is square. Squareness with face. 02/03 66. andlevel,Determineis aplumb, level. given if using a surface a spirit A plumb.'surface that is terminesStudentis plumb. correctlythat material de- '' Placleplumb.pieceof stock. level of stock on a forpiece- Check the 67. aDeterminelevel,is flat, given ifusing a asurface surfacea spirit level. A Elat.surface that is isterminesStudent flat. correctlythat material de- ofPlaceif stock. flat. level on a piece Check surface 02/03 68. aSquare,Determine square,job and-a using givenif try an a partssquare.edgetry isof A topiece face. of stock an edge square terminesStudentis square correctly that with the the de-Surface edge. .Placi squaresquarenessof stockon.a pieceto with check face. edge 02/03 69. Determineasquare,is job flat, and given if usinga atryisquare. surfaceparts a try of withA surface.piece a flat of stock terminesStudentis flat. correctlythat the surfacede- surfaceofPlace stock. square is flat. on a piece - Check if (Block/Unit) CODE OBJECTIVE NO. OBJECTIVE FINAL PRODUCT EVALUATION OPERATION 02/03 TO. steelisDetermine square, square, ifusing angiven edgea edgewithA piece face.afsquare of stock to withthatStudent edge. the surfacecorrectly is determinessquare squarenessofPlace stock square to with check on face. aedge piece parts of a job' and a , 02/03 71. steel square. square.asquare,isDetermine jobflat, and given using aif steel aparts asurface steel of surface.withA piece a flat of stock thatStudent the surfacecorrectly is determinesflat. surfaceofPlace stock. squareis flat- on a piece Check if 02/04 72. andatotheCheck blueprint, makehandjoints the square,tools. squarenessand project, adjustgiven of and-outside.A isproject square-inside than-- ..' ,Student correctlythat the determinesmaterial is square. Placeto check square squareness. on project 02/04 73. ablueprint,theCheck steel joints, the square. squarenessframe, given anda of whetherDeterminationframe isthe square. of thatStudent the correctlymaterial isdetermines square. -:frame to check square-ness.Place steel square on 02/04 74. aCheck blueprint,thesteel joints,the square. squareness chest,given aand of whetherchestDetermination isthe square. of thatStudent the materialcorrectly is determines square. ness.chestPlace tosteel check square square- on 02/04 75. andblueprint,Checkthe a joints,steelthe squareness bookcase,square. given a of whethercaseDetermination is the equate. book- of thatStudent the correctlymaterial is-aquare.determines bookcasesquareness.Place steel to check' square on -02/04 76. ablueprint, theChecksteel joints, thesquare. table,squareness given and a of whetherDeterminationtable isthe square. of the4Studeht the correctlymaterial isdetermines square. a &ass. tablePlace tosteel check square square- on (Bloc)c /Unft) COM OBJECTIVE NO. OBJECTIVE FINAL PRODUCT EVALUATION. OPERATION 02/04 77. blueprint,Checkthe joints,the squarenessa frame,given a Of whetherframeDetermination -theis square. of thatStudent the correctlymaterial isdetermines square. ness.framePlace totry check square square- on 02/04 78. Checkand a trythe square.squareness of Determination of I Student correct determines Place try square on blueprint,atrythe joints, square. chest, given and a chestwhether Nis the square. that the material ie square. ness.chest to cheCk square-. ? yT 02/04 79. Checktryblueprint,the square.joints,the squareness table,given aand of whetherDeterminationtable isthe square. of V thatStudent the correctlymaterial isdetermines square. squareness.Placetable try joints square to oncheck 02/04 80. Checkcombinationblueprint,the jcints,the squareness frame,givensquare. 'a and of whetherDeterminationframe isthe square. of thatStudent' the correctlymaterial isdetermines square. checkPlacein corner squareness.combination of frame square to 02/04 81. CheCkandblueprint,the combinationjoints,the squareness a givenchest, square. a of whetherDeterminationchest isthe square: of thatStudent the correctlymaterial isdetermines square. at'Placeaqua hest combination -taints to square check mess. 02/04 82. andblueprint,theCheck'the joints,combination Squarenessbookcase,giverti'S *are. of whetherDeterminationcase theis square.book- of .Student.correctlythat the material determines is square. atcheckPlace bookcase squareness.combination joints tosquare 02/04 v3. blueprint,combinationtheCheck joints, the table, squareness square.given mast' a of . whether,theDeterminationtsble'ts square. of thatStudent the correctlymaterial isdetermines square. - squareness.atPlace table combination joints to squarecbec. (,lock /Unit) CODE OBJECTIVE NO. OBJECTIVE FINAL PRODUCT EVALUATION OPERATION 02/05 84. aremoveCrosscut crosscutsquare.piece checks,of one handsaw,stock, end given anda and oneA piece end cutof stocksquare. with ofsquare.All stock checks removed. cut off Least amount Saw off end square. 02/05 85. andcrosscutaremoveCrosscut piecedimensions. checks,saw,of two stock, aends square,given aand bothA piece ends of cut stock square. with Allboardsquare. checks + 1/16 cut inch.off Length of toSaw length. off ends square and 02/05 86. ripsaw,stock,Rip edge agivenand markingof dimensions. aa piecepiece gauge, ofof edgeA piee ripped of stock to size. with 4, -0tocierippedEdge parallel. of a piece of Ripsawof stock edge tc of Cfmension. a piece 02/05 37. box,Miterpiece and one of dimensions. end,stock, given miter a oneA piece end miterof stock cut. with later tomiterand be neat.box.4curate Use of miterMiterpiece box.cut of onestock end using of s 02/05 88. Miterbox,apiece piece twoand of ofendsdimensions.stock, stock, on givena miter A twopiece end miter cut. stock with box.andMiterlength. to tothe be correct accurate Use of mitez miteraMiter piece box.cut of bothstock ends using of 02/07 89. andofgrain,Joint stock,a hand edgegives a plate. withsquare, a piece the straight.jointedStock withsquare one and end andEdge square. co be straight handJoint plane. edge of board with 02/07 90. andfications,pieceChamfer a handof edgestock, givenplane.bevel to speci-a.square, A onepiece edge of chamfered.stock with. ChamferSmoothnessto size. to be of szzaight cu Bevel of cut. withChamfer a hand edge plane. of board (Block/Unit) CODE OBJECTpie 9.. , OBJECTIV: FINAL PRODUCT Chamfer to be straight EVALUATION Chamfer one end of OPERATION 02/07 Chamfer on the end to A piece of stock'with i piecespecifications, of stock, speci-given a one end chamfered. Smoothnessto size. of cut._ Bevel of cut. plane.board with a hand 1 andficarions, a hand plane.bevel square, Miter planed exact. Miter-one end of board 02/07 92; Miteracombinationoffi.-a.ions, hand stock, one plane. end specifications, givensquare,to speci7 a pieceand A onepiece end of mitered. stock with with a hand plane. 02/07 93. cattails,piece.ofspecifications,Bevel across stock,bevel the-grain square,specifi-given a to A onepiece end of beveled. stock with square.Correct bevel and handBevel plane. one end with acombination hand plane. square, and Bevel one edgi with, 02/0' 94. andcations,piecespecifications,Bevel a handofon bevelstock,the plane. edge square, specifi-given to a A onepiece edge of beveled.:stock with Correctstraight. bevel and hand plane. 02/07 95. pieceacations,specifications,Square had of plane.offstock, try one square, specifi- endgiven to and a A onepiece end of square. stock with Endsmooth to be and square to ease. and handSquare plane. one end with 02/08 96. drill,fication,andSelect drill drills,correct givenhole lumber, tosizea handspeci- drill, pieceHole drilledof wood. in a ofangle.Size hole of and hole, correct location Clean surface. drillpieceUsing a ofhandhole stock. drill,in a and specification. 1 -Olock/Unit) CODE ORJECTIVE NO. 0EJECTIVE FINAL PRODUCT EVALUATION OPERATION 02/08 97. givenlumber,boreSelect ahole bitcorrect and tobrace, specification. specification, size bits, biz.,-and ofhole woo bored in a piece angle.ofSize hole of andhole, correct location Clean surface. a bit,UsingSpiece boreof bitwoo,'.. a bracehol= inand 03/03 98. specification.drill,andfication,Select drill drills, correct a givenhole lumber, sizetoan speci-electric drill, and piecehole drilledof wood. in a angle.ofSize hole of andhole, correct location Clean surface. wood.holeandUsing drill, inelectric a piece drill drill of a 04/14 99. givencountersink,acountersinkSelect hole an tocorrectelectric specification, andlumber, size countersinkdrill, and A incountersunk a piece of hole wood. countersunkDepth and size hole. of incountersinkandUsing a; countersink, pieceelectric of a wc7,d.hole drill 04/14 100. Selectspecification. correct size drill, drills,specification.cation,-and drill lumber, given holes anda-drill to.specifi- press/ 'Holes drilledpiece in ofa wood. angle.holes.holessetup,Use of and drillcorrect correct press, size Location of wood.holesandUsing drills, ina dr1r.a piece drill press of 04/14 101. c-emetersinkgivena Selecthale a to drillcorrect specification, and press, countersink size A incountersunk a piece of hole wood. ofsetup,Use countersunk of drilldepth press,and hole. size and,incountersinkUsing acountersink, piece a drill of a wood.holepress 04/19 specification.countersink, lumber, and 102. boringspecification,andSelectlumber,-and-S-Oecification. counterbore machine,correct sizegiven ,:ounterbore,holes drill, a to A counterboredin a piece ofhole wood. hole.SizeSetup ofof comnterboredboring machine. wood.machine,aUsing hole a in counterro,boring a piece of (Block/U%it) CODE02/09 OBJECTIVE 103 NO. Install top and corner OBJECTIVE Table frame with top FINAL PRODUCT Placement of blocks. EVALUATION Screw blocks to frame. OPERATION. .blockscornergiven top,on table 4blocks,screws, table frame, frame,&lac-,tools, attached. Tableframe. top Equal tight overhang. to screwsInstall through table topblocks. with 104. Planeand h..ndscrewz. the scratches an.: A smooth piece of SmoothnessNo plane blade of surface. marks. piecePlane ofthe stock. surface of a wao,l,machineasurfa-:., _lel-, given marks of parts aon piece the o: of arid hand plane. woodor markswith noon scratchessurface. withinSurrar,- size Is limits. fl:t and 105. oftheandScraps woad, ste'acemachine thegiven ofmarkssc.ratches partsa piece on 13f woodA orsmooth markswith piece noor sciatchessurface of withinNoSurfaceSmoothnesa scraper size is blade limits.flatof surface. marks.and anScrape angle the taro su face you. at 106. a andScrapejob, machine and the hand scratches marks scraper. on woodA smooth with piece no scratchea of SmoothnessNo scraper ofblade surface. marks. anScrape angle the toward surface you. at ccfthe wood, surface given of partsa piece lob,of and cabinet or marks on surface. withinSurface size is limits.flat and 107. Planescraper. a piece of stock A planed piece of stoc Pieceflat ofand stock straight planed tos . -with Planea smooth a piece plane. of stock . vise,stock,ncss,to a specifiedand givena smoothspecifications. a piece thickplane, of correct thickness. A piece of stock with a Piece of stock planed Plane the edge 9f a - 136. aJoint specifications.smoothtopiece specifiCations, a ofpieceplane, stock, of vise, stockla anc;given jointed edge. correctstraight width. and square to smoothpiecP plane.of stock wit' (Block/Unit) CODE32/10 OBJECTIVE 109. Tap,r a iliece uf stock OFJECIIVE A tapered piece of FINAL PRODUCT Correct taper planed EVALUATION Plane a piece of stuck OFERATI:.N specplane,at9 piece specifications, if icatvise, ions. and given stock, smooth stocP. straightto edge. ana square to taper spe::fications. 02/12 110. givenjackPlaneto a specified plane,piecea piece ofvise, of'stock,thickness, stockand A ,planed piece of stock. A correctstraightpiece of thickness. andstock flat planed to withPlane a jacka piect, of ane 02/12 111. Jointspecifications. a piece of stock A piece of stock with A piece of stock planed Plane the eaie of a andplane,a topiece specificatioft-.-- specifications, square; of stock, vise, jack given a jointed edge. correctstraight width. and square to jackpiece plane. of stock with a 02/12 112. Tapa topieceti specifications,a piece of stock, of stock jack given A stock.tapered piece of Correct taper planed. withPlaneto a taper jacka piece plane.specifications of stock specifications.plane, vise, and Plane a piece of stock 02/12 113. andjointergivenPlaneto specifications. a plane,piece ofvise, stock,stock specified thickness, A stock.planed piece of smooththickness:-Stock planed to correct flat and ____ with a jointer plane. 02/12 114. Jointto specifications, a piece of stock given A a.piece of stock with ointed edge. straightPiece of andstock p aned to jointerpiecePlane of theplane. stock edge with of aa specifiestions.plane,a piece square, of stock, vise, jointer and _ correct width. squ re (Block/Unit) CODE OBJECTIVE O. OBJECTIVE' FINAL PRODUCT EVALUATION OPERATION 02/12 115. Taperplane,ato piece specifications, a piece vise,of stock, ofand stock specifi-jointer given A stock.tapered piece of )C7rect taper planed. withPlaneto tapera ajointer piece specificatiOns ofplane. stock 02/12 116. Planecatians.a specified a piece thickness,:cf stock to A stock.planed piece of A flatpiece and of straighsto k planed N N to witt*aPlane afore piece plane. of stock . andforegiven specifications. plane, a piece square, of stock, vise, correct thickness. 02112 117. Jointpiecespecifications, a ofpiece stock, of stockforegiven toa withA edge.piece a jointedof stock A correctstraightpiece of width. andstock square planed to ofPlaneplane. stock the with edge_ a --fore. of a piece specifications.plane, square, vise, and A tapered piece of Correct taper planed. Plane-a piece of stock to 02/12 118. specifications.plane,piecespecifications,Taper ofavise, piecestock, and of foregiven stock a to stock. ataper fore specificationsplane._ with 03/' 119. projectMoidshape,router, material togiven specified-jig, fore aportable thepiece of A piecemolded of edge stack. on a Routerburns.offications, molded-edge setup smoothnessto speci-with no ofshapeUsing stock. routerthe edge and of citcter, a piece andstock, wrenches. cutters, fence, Trimmed edge straight. Trimtexcess laminate 03/05 120. "rimfence,stock,router,top, plastic given andlaminate jig, wrenches.alaminate aportable piecetrimmer, onof A trimmed.top with laminate Laminateedge. flush with flush with edge. at* a Block/1t) CODE NC!. FINAL PRODUCT EVALUATION OPERATION -OW 03/05 121. stock,portablebackTrirn splash, plastic laminate rrsuter, -given laminate trimme:, jig, a uni wrenches. )T1 A laminateback splash trimmed. wirt, LaminateTrimmed edgeflush straight. with edge. flushTrim excesswith edge. laminate 03/05 i22. straightjig,givenRabbet a apiecewood portablecutter, forof stock,frame* fence,route' , A rabbettedframe with edge. a SmoothnessSize of cut. of cut. ofCut frame. rabbet on edge 03/05 123. Grooveand wrenches. a piece of stock A piece of wood Size of cut. Cut groove in wood. wrenches.cutter,ato pieceportable specifications, fence,of stock,router, and router jig,given withsurface.groove a completed cut in LocationSmoothness of of cut. cut. 03/05 124. wrenches.covejig,WenCut a acutter, wood portablepiece to offence,cove stock,router, shape, and A cut.molding with dove Size and smoothness of cut. edgeCIA ofcove wood. molding in 04/01 125. aofTaper stoppiece stock, the Ando.f.Adicick, givensidespush etick,aof jointer, C-clamps,a piece and withA piece tapered of stock Aides. correctJointer tosetup. specifications. Taper tapercut.SetClamp up sides.stops for depthto fence. of Use'push to 04/01 126. specifications.Face best side of a piece A piece of stock 4". Depth of cut. Surface Adjust jointer cut. pushaof piecestock, stick. of given stock, a jointer,and a _ withflat.straight one face an straight and flat. stock.Face best side of 1 CODE OBJECTIVE (Block/U:1'0 04/0: 127. NC. Joint the best edge of a A piece of FINALstock PRODUCT Depththe pieceof cut. of sto?k EVALUATION Edge of JointAdjust edge jointer of stock. cut. OPERATION jointerpiekestock. of and stock, a piece given a withstraight. one edge tostraight face. and square Adjust jointer C.A. 04/01 128. Jointstock.jointera piece. edges andof for stock,a piecegluing,of given of '\ withPiecesfor edgesgluing. of stock milled ofDepthandEdgesto the form square.of pieceto cut.spring be ofstraight stockjoint. Edges Joint edges of st,ock. 04/0' 129. andstock,Joint a piece endsgiven ofof a astock.jointer piece of withA piece ends jointed'.of stock beDepthto square. be of split cut. out. Edges not End to JointAdjustend.Reverse edge jointer stock' only cut. 2and -inches. joint 04/01 130. jointer,Jointstock, veneer, a andpiece givenhand of screwa withedges.Piece straight of veneer oredges.Veneer chipping with ofstraight veneer. No splitting Clampcut.screw veneer clamps. with land Joint edges of Adjust 04/01 131. clamps.stock,Bevel edges given of a ajointer piece of withA piece-of-stock a beveled CorrectSetup ofbevel jointer. oO the JointAdjustveneer. bevel. angle of fence. 04/01 132. stock,Rabbetand a piece givenedge of a stock.jointera piece of withAedge. piece a rabbet of stock on SetuppieceSiie ofof jointer.stoat.rabbet. AdjustRemove jointerfence and guard. depth 04/01 133. givenandSquare a piecejointer a piece of andstock. of a stock, A edge.piecethat ofis stOtksquaree pieceSquareness of stock. of the Jointofsquare cut. ends. with ends. Mill rabbet. Joint edges //7 04/02 134. Setpiece up of a stock.circular saw withSides dada of groovebookcase DodoSetup groove of dado size. head. MillSet up stock.:' circular saw. head.withcircularstockgrooves, a dadofor givensaw, ahead, bookcase, anda topiece a dadodado a of for shelves. \ edge and location,Groove square with (Block/Lnit) CODE O3JECT1VE NO. OBJECTIVE FINAL PRODUCT EVALUATION OPERATION 04/02 135. aofgroove,with Set circularstock aup daco givenafor circularsaw, heada acabinet, andpiece to sawa grooves.with=Cabinet rabbet stock -Setup of dadoandRabbet;groove iodation.head. size MillSet stock.up circular saw. 136. Setdado uphead. a radial arm saw Chest stock with Setup of radial arm Set up radial arm saw 04/04 .of stockaa\radialgroove,with dado for a head.a dado givenchess,arm headsaw, a piece toand bottom.grooves for locationsaw. of grooves. Size, depth and groovewith dado in stock.bead. Mill 04/16 137. router;hutch,\anpiececutterSet up ofandato overheadrouterstock dado,a straight forwithgiven a a a withforHutch dadoshelves. stock grooves sides squareofSetup dado with ofgroove."Groove router. edge. Size stock.dadoSet groovesup router,. in side Route 04/03 138. Adjust'cutter. and clean rolls, Thickness planer Clean and smooth rolls. Scrape pitch from, roll cleaninggivenrags.tools. a thickness straightfluid, and edge,planer, withadjusted clean and rolls.. AdjustmentnothroughStock trouble should ofplaner rolls.or passmarks. with straightAdjustUsing fluid, rolls edge. cleanusing rolls. 04/03 139. stockthickness-planer,toPlane thickness, list,a piece and givenof a stock a ness,planedA piece to.of thickstock OperatiOnalSize of finished procedure, stock. AdjustthicknessPlane stock to thickness.planer. 04/C3 140. toPlanepiece width, of stock. given a piece of stock A planedpiece ofto stockwidth. ClampingSize of offinished stock. stock, ClampAdjust stock thickness together. planer. screwstock,stockthickness clamp. list, and planer, aa handpiece a of 4 Plane stock to width. (Block/Unit) CjOE OdjECTIVE NO, OfijE.CTIVE FINAL PRODUCT EVALUATION , OPERATICs 04/007, 141. drawing.give:,ofLay stock, outa bauubuw, and pattern, cut ascarwps, piece and cutouts.Stock with scallop SmoothPattern bandsaw lines cuts.showing. lay Cutout outpattern scalloc.s. on stock. 4 04/06 142. aof givenLaydrawing. stock, out a andbandsaw,a pattern, cut circles, a pieceand stock.Round piece of PatternSmooth linesbandsaw showing. cuts. circle.Lay out circle. Cut out 04/06 143. drawing.pattern,piecegivenLay outaof bandsaw, andstock,and acut a aarcs, cutStock out. with arcs PatternSmooth linesbandsaw showing. cuts. ,, Lay out- arc. arc. Cut out 04/06 144. andpieceLaylegs, aout drawing.of given andstock, cut a bandsaw,acabriole pattern, a legs.Bandsawed cabriole PatternSmooth linesbandsaw showing. cuts. BandsawLay out cuts.,cabriole legs. 04/06 145. miter,Laypattern,a pieceout given and ofand cutstocka abandsaw, adrawing. flata cuts.Stock with miter SmoothPattern bandsaw lines showing.cuts. BandsawLay out miter cuts. 04/06 146. Layabandsaw,for pattern,out turning, and a cutandpiece given diagonalsa drawing.of astock, cutStock diagonally.. with ends ofDepth cuts. of cuts. Accuracy -Bandsaw cornerends of to stock corner. 04,06 147. andaofSet piece stock,aup drawing. andof givenstock,resaw a ajigs,bandsaw, piece stock.Resawed pieces of stockJig set after up. resawed.Size of Set up jig for resawin6. (Block/Unit) CODE OBJECTIVE NO. ECTIVE FINAL PRODUCT EVALUATION/ OPERATION 01/06 148. desiredmakeaReplace bandsaw adjustments, size. bandsaw and a bladegiven ofand cutting.bladeReplaced ready bandsaw for Guidestension.properlx. adjusted Blade Adjusttension.;blockPlace guidejaws, blade wheeladiust on:Wheels. and 04/06 149. convexedfromRemove a bandsawboard cuts. with marks, A scallopedboard with cuts. smooth CutsSmoothness to size of or to line. urves. rotationSaul curves of sander.against C4/06 150. scallopedRemovefrom abandsaw board cuts. withmarks scallopedA board with cut. smooth CetsSmoothness to six of or curves. to line. rotationSand curves of sander.against 04/06 151. cuts.from'aRemovaandsaw boat-4 withmarks arc arcA board cuts. with smooth Cuts:Smoothness of curves. rotationSand curves of sander.against 04/08 152. piecemortisinga Setstub upof mortise, machinestock, machine, tools,givenand a cut a mortise.withA plere a stuff.. of stock Depth.SizeLocation of mortise. of mortise. CutSet stub up mortiser.mortise. 04/11 153. C-clamps,Set up machine stop, andand jigs.cut A piece of stock Ldcation of mortise. Set up mortiser. jigs.C-clamps,pieceaan mortising angle of stock, mortise,a stop,machine, tools, andgiven a mortise.with an angle accuracy.DepthSize andof nortise.angle Cut angle mortise. 04/11 154. C-clamps,pieceaSet mortisinghaunched up of machine stop,stock, mortise,machine, and andtools, jigs.cut givena mortise.withA piece a haunched of stock DepthSizeLo -cation ofof Mortise. each.of stortise... - CutSet uphaunched mortiser. mortise. (Block/Unit) COD OBJECTIVE NO. OBJECTIVE FINAL ?RODUCT EVALUATION OPERATION 04/11 155. mortisingthroughSet up machine mortise,machine, and givena cutpiece aa withmortise.A piece a through of stock Condi:ionLocationSize A ofmortise.of mortiselboth sides. CutSet aup througlymortise. m4itiaer. i of stock; toils, C-clamps, ' 04/12 156. stop,Set upand a jigs.tenoner for offset, A sash rail with .!*, stock,rails,shouldircoping trygiven headr,and square, acope tenoner,a piece sashwrench, of ends.coped and tenon CheckAccuracy style of forcut fit.and c46:. CutSet copeup tenoner. and tenon. . 04/12 157. Setstops, up anda tenoner jigs.,, for angle A door rail with Accuracy of cut and cope,/ Set up tenoner. jigs.square,copingrails,shoulder given heads, wrench,and acope stock,tenoner, stops, bevel and Pneangle Dupe shoulder cuts. styleand angle for fit.cut. Check Cut cope and tenon. 04/12 158. 'given \trya tenoner, square,heads,shoulderSet up coping awrench, piecefortenoner frame ofstops, forstock, mullions, square withA shoulderframe square mullion tenon. mortise.finishedSize of tenon.tenon cut.Check Size in of Cuttenon.Set square up tenoner. shoulder 04/12 159. andsS ouldertjigs. up a andtenoner cope forsash square A sash muatin Accuracy of cut and cope. Set up tenoner. stopit,muOtins,stoe,k,coliing and giventryheads, jigs. square, a atenoner, piece wrench, of withtenon coped ends. and Check for fit. Cut cope and tenon. (Block/Unit) CO5d OBJLCT1VE NC JB.ILCTIVE FINAL PRODUCT EVALUATION OPERATIf:N 04/13 160. stonepanegrins!Dfcss iron dresser, aa blade,.given grindingblade and attachment, wheela a dull and blade.A ground plane Grindingflat and wheel square dressed to sides. GrindDress plane grindAus blade. wheel. 04/13 161. grinding wheel. grindingstonechiselgrindDress dresser,ablade chisel,grindingwheel. attachment, and given wheel a a anddull A ground chisel. Iflat Grindingand square wheel to sides.dressed GrindDress grindingchisel blade. wheel. 04/14 162. Set up and drill holes in A piece of stock Hole location. Size of . Set up gig on drill ..... andpress,dimensions,a piece a gigbit, of for stockagiven piecedrilling as a ofperdrill stock,a withdrilled a series. holes. of Qualityholes. of holes. Depth of holes. ofpress. holes. Drill series 04/14 163. Setseries up andof holes.drill holes !.n A piece of stock Hole location. Size of Set up gig on drill dimensions,series'anl,apress,a piece setup bit, ofof holes.given stockfora piece drilling aas drill ofper stock, a drilledwith a seriesholes. of Qualityholes. of holes. Depth of holes. ofpress. holes-. Drill series 04/:5 1$14. Ro;ii:i turn a piece' of stock A turned Size and shape of Set up lathe. Sough wocdandgivenbalustersto laLhe. a.liameter, samplea piece lathe as turning. of perand tools,stock, sample,turn' baluster. balustersample. matched with outturn baluster. baluster. Cut 3.:,5 l05. toRougi-, uiameter, turn a and0, ,turn et stuck baluster.A toned balusterSize and shapematched of with turnSet up baluster. lathe. Roug Cut woo'an.;givenbalusters iatir,c acraving. piece as ofper stock, sample, 1Hthe tools, drawing. out baluster. CODE Ex `(11.1:4ck/UnIt) 04/15 ,OBJECTIVE 165. N3. OBJECTIVi: FINAL-PRODUCT EVALUATION OPERATION Foc,;h tools,ofasdiameter,Rough stock,per turnandpatteru, andwood aa pattern. pieceturn lathe, given balustersof latheastock piece to . baldster.A turned withbalugterSite pattern. apd\shape matched of outturnSet baluster. upbaluster. lathe. Cu: 04/15 167. stock,perdiameter,Rough sample, turnwood and alathe,given piece turn alathe ofspindlespiece stock of toas spindle.A turned witspindleSize' and matched shape of sample. outturnSet upspindle. spindle. lathe. CutRo.1,;h 04/15 168. Roughtools, turnand a samplepiece GIturning. stock to A turned Size and.shape :f Set up lathe. Rough diameter,per drawing, and turngiven spindles a piece asof spindle. withspindle drawing. matched . outturn spindle.spindle. Cut stock,tools, wood and lathe,a drawing! lathe \ 04/15 169. tools,stock,perdiamlter,Rough pattern, turnanda wood anda pattern. givenpiecelathe,turn aSpindlesof lathepiece stock of asto A spindle.turned withspindleSize pattern. and matched shape cf \ \ \out spindle.Setturn up spindle.lathe.\ CutRough 5

24.

8.. MATERIAI ; NEEDED TO TEST EACH 013.1ECI

P- ...SG- abiectivc Number :laterials Needed

1. Ground plane iron, oilstone and oil".

... "r"""i:.°1,9"1"1011-/

Ground knife, oilstone and oil'. t

4. Ground hand scraper, oilstone, oil, file andburnisher.

.\ .. 5. Circular saw-blade, circUi(arsaw machine and oilstone.

6. 3 pieces of 1" x 6" x "A', jointer,thickness planer\

/ 7. 1 piece of1 x 4 x 27, 2 Pieces of 2x 2 x 30". Try-:quire, zig zag rule, penci/ X, Specs.

S. '2 pieces of 1" x i"x 2', folding rule, combination 'quare, pencil, specs.

. .,. _- 9. lplece Alf 1"/x 2" x3', sketO of *project, folrling 'rule, combination 'Square, pencil, straight edge.

10. 1 piece of/1" x 2 x 3', sketch of project, foldingrule, Try square, pencil, straight edge,'

. 11. 1 piece/of.1", x 2" x 3', sketch of project, oldi , ule, steeySquare,\pencil, straight edge. \ , 1.2.. 1 piece.of 1" x k0" x 3':, sketch of,,,project, st aighteage, -folding rule, lay6ut board, 4mbinittionsquare, pencil.

..- ,. 13. 1 piece of 1" x 10" 'ç 1', sketch ofproject, ayout i,iWir(i, straight edge, try sqUare, ftilding rule,pen 11, 7' / e ,,,- 14. 1 piece of 1 x 10"x 3' ,,sketch of project, layout board, straight edge, steel squSte, foldingrule.a d pencil. zV 15. 1 *piece of 1" x 10" x 3', sketch bt/rfojec strip template, 'straight edge, folding rule, stee,lAquare hndpencil.

16. piecy of 1",Ii" x 12", 1/Vsheet of 10 sandpaper,1/4 sheet of #2/i0 saihdPaper, sandin block.

1 piece of 1" x 6" 0 vibrator sander,sandpaper to fit vibrator sander #20.

18. , 1 piece of 1!-7x6" x 2', belt' der abrgsive belt for sanuer #1/0.

19. 1 piece of 1" x 6" x 2', hangscraper.

20. 4 pieces of 1" x 4"x 12" hardwOatl, powdered glne,Anitiner toTmix glue, glue brush, bar clamps.

? 21. 4 pieces of 2" x 12"x 12" hardWbod,powdered glue; contafter to mix, glue, glue brush,handscrw clamps. -5..-

Mat or i I ,.

pio,crL_(!1 I" x,6" x powdered glut', ront..liorr glu,kluc-hrT;h; bar / 2i. Sto'ck for bookcase, whlt glue, clamping blocks,bar clamps, steelsquar Tim brush.

Stock foe bookcase, powgeredglue, ontainer to mtx clamping blocks, bar claMps,glue brush, steelsquare.

2 . -arch leader, powderedglue, con ainer to mix glue, glue brush, clamp blocks,pipe clamps.

. Stock for arch' leader, glue brush, clamp blocks,white glue, pipe clamps.

27. Sco.:k for arch leadei-,not glue in glue pot, glue brush, clamp blocks, pipeclamps.

28. Stock for drawer case fr.ime, white glue, glue brush,clamp blocks, bar clamps, steelsquare,, folding rule..

29. Stock for drawer case frame, hot glue in gluepot, glue brush, clamp blocks,bar clamps,steel square, folding rule.

30.- Stock for drawer case frame, powdered glue, gluebrush, clamp blocks, hal clamps,steel_squaro, folding rule.

31. Stock for f:(,mplete hookcase with grooves, shelf standards, shelf 'standard screw nails, fasteners, hammer,steel square, folding ruli,.hacksaw, nail set.

3... Stock for complete book .case withgrooves, shelf standards, shelf standard screw nails, finish nails,hammer, steel square, folding rule, hacksaw,nail set.

33. Stock for complete bookcase with grooves,' shelf standards, shelf standard screw nails, flat head Woodscrew:, ,crew hand drill and drill bet hammer, steelsquare, folding rule, !hacksaw, nail set.

x.ork"nr complete cabin, t case with grooves, shelf.;tandards, Screw nails, fasteners,/hatImer,steel square, f,lding rule, hack saw, nail set.

35. 'Stocicfor inet case withKro,v(.1, standdrds,, n ils, haMmerel folding .rule, nack saw, set.

36. for t.i cAinet as:e with s;r0ovi,i, screw aaiL,.flat he .d woodscrews,wrc.--w driver, hand drill and ti;ist drill namm r, steel square, toldLngrule, haci, nail set. 0o),....Livk. Number, Materials Nek4,41

1/. Stork tor compicto chest, fastenen:, hammer, steel squa folding jtl Ii, naii

Stock for complete chest, finish haik hammer, ste' ,hiha(e,

, folding rill, nail,set. .

3). Stock forcomplere viest, flat head ,,00u .rew/Jand and twist-drill, scr w driver, hammerteel q,Ort,s ts

'40. 1-viere of i -x 6, x 2 with conove cuts, woq(file, ..andpaper.

.4 41. 2 pieces 1" x 41x 2_,nailed together w;tn fini.hi nail-, t('

form I hamer, nail ';set. -ii

k 42. l.piee of 1" x r x'2' with concave c, wod fi,,

sandpaper. ,

43. 2 piece:S 1"x 2"\x 1' with one,-end miteren to iter i'Ise.

44. Drop leaf table t40.wif6 2 drop leals, drop It.af hinp,,-,,' combination slinarLly, folding rule, .clilisel, pencil,', screw driver, -; specs, and hammer,4

/ 45. Drop .leaf table to with 2drop ints, drop leaf hiive:;, try square, 1,elding rule, chisell,speC,;, pencil, :;crew-(1river,- i and hawilOr. _

/ 40-. ,:kirir leaf ti;:le top with 2drop leils, dr: leaf 10!:, --''s.t el_§pani, folding rule, .- clii:,,el, specs, pencil,',:..rew !river

,.-

.... :. . an 'hammer. / . _..-- .

, '41. 1 1 door, but I: hingescrews, combinat0a square, draving for hinge location, chisel,butt gauge, screw driver aro,i hammer. /

48. 1 door, butt iiihges hOgescrews, try sctuaredrawit6. hinge loCacion, chiset!, screwdriver, butt gauge and

49, I. door, butt hinges, hihge .screws,steel square, drAvirw, for hinge location, chisei, sctewdriver,butt gauge, and ;,atIrer.

/ Specs for'a proi.ct, 1 piece of 1 x 6 x2', combination silt' re, ad 0411.

Specs' for piege of I" I.:I.,. try :,quare Ad pencil!.

)2. Specs for a project, ij piece of .1" : 6" x 2' folding rule, steel square, and penicil. -57-

obj..kt tve Number >1.1t.erials Needed

? Specs for a project, 1piece ol 1"x. 6" x 2' steel tape, combirtarion square, and peneil.

54. Specs for a vroject, I piece of 1" x 6" 2' steel tape, try square, hnd-pencil.

55. Specs. for a)rojecs.:1___plec.e_ail--1-'2 te square, and pencil.

56. Specs for a-projeut, 1 ')/ piece of 1" x 6" x , zig-zagrule, combination square and pencil.

Specs fur a pruAect, 1piece of 1"-x 6'(' x zig-zag rule, try, square and pencil.

58. Specs for a project, 1 piece of 1" x.'6"x 2' zig-zag 'rule, steel squari: and pencil. tv,.

59. 1 piece of 1" x 6"x 2' wfh one edge straight and square(,. try square and 'pencil.

I t.) 1 piece of 1" x 6"x w.:, one edge, straight and +are, try square, pencil and :specs.

! 61. 1 piece of'1" x 6"x =42' with one, edge sci-aight and Aquarc, combination square, Ada pencil. Ii 62. 1. piece of 1" x 6", x 2', with on( edge straight andsvaarti, combintion Square, pencil andspecs. .;

63. 1 piece of 1" x '6" x 2' wi i one edge straight and S( uare, steel square and pencil.

It 1 piece of x 6" x 2 with one edge ,straight and :iiare, steel square, pencil andspecs.

65. . 1 piece of 1" x 4'x l', and try square,

66. Any vertical surface And level. ; 67. Any flat surface and leVel.

b8. 1 milled piece of 1"x 4" x 1' and try clHari.

69. 1 tilled piece of, 1"x 8" x and try uare.

iU. imilled piece of 1"..x4" 1" am. -;Let.,

71. ; ;Ailed piece of 1" x1)" x2' and steci4quro.

72. .:,ny project that is as ''bled, iquarc., foldirw rule. /

cctIvo Number Materials ':...ecky

.., I drawlca:41.: frame, blueprint, nth. duct steel -;(01a1 y,

,f.' L 74. 1 assembled chest, blueprint, rule and steelsquare.

.t. 75. 4,1 aSsemb I et! bdok case ,',.billepr int '__foldinprale._antL.4.4.-e44-1-.

square--.---7---- 7---:. ,

76. completed table, blueprint; folding rule and.steL.1square..

47. I assembled drawer ease frame, blueprint, folding rule, andtry. square.

78. 1 assembled ehest, bluekint, folding rule andtiy square.

79. 1 assembled' table, blueprint, folding 406., andtry square.

80.- 1 assembled frame, bluepipi, folding ruleat combination squarel

81. :I assembled chest,.blueprint, folding rule and combination square.

. (1' 82. 1 assembled-bookcase, blueprint, folding rule and cumbination. sqUar!.

83. 4 assembled table, blueprint, folding rut,: and combinatioo square.

84. 1 piece of 1" x 6"' x 2',:crosicut saw,sqLreand penci.

, . 85;,.. , -1 piece of 1" x-6"px 2', specs, crosscutsaw, square and pencil. (

66. '1 piece of I" x 6" x 2',specs pirking auge, and ripsaw.

87. 1 piece of 1" x. 2" x 12", spelt and 'mitr box.

88: 1 piece of 1" x 2" x sr).ecw, and Mite box.

0. , 89: 1.,piece of 1" x 6" x 1/', try square and hand plane.

90. 1 pi.eCe of 1" x 4" specs,, hand plane and level square.

91J, 1 piece of 1" x 6" _ t specs, hand plane and level Square.

92. 1 piece of 1" x 3' specs,combi4ation :square, pencil and hand plane.

, ,. i 93. 1. piece lif 1" x 6"'x 1', specs, combination square, level square, pencil and hand plane.

94. 1 piece of 1" x 4" x specs, hand plane and level.suare. -59--

BESI COPYAkIMIABLE

I piece , !ii)0(%!;, t ry :;(111.11. , i 1 plane.

96. ot...1".",x-11, saves, folding rule,eenci 1 , hood. drill, and'twis( drill.

91. l piece.6f I" x 4". x \)",specs, folding rule, pencitz: jA race and auger bit.

. 98. 1 piece of 1" x 4" x specs,-folding'rnle, pencil, electric drill and twist drill.

99. 1 piece of 1" x 4" x l',specs, hand electiir,) drill and counter sink.

100. 1 piece of I" x 4" '1 l',specs, folding rule A)encil, press and twist drill.

. 101. 1piece of 1" x 4" x specs, dril pres and

1 102: 1 p'ece of 1" x 4" x A', folding rule, pencil, :oriny 111( tineand counterbore.

103. r.. assembledtable frame and table top,cancer Lusl /drill,twist drills, glue, ilandscrew clamps.';crew;, driver and folding rule.

104. 1 pieceof 1" 6" x 12", folding rule and handplane.

1 pieceof I" x.6" x 12", folding rule and handscrapor.

1 piece of 1"x(1" x 12", ding rule and cabinet'scrapet,

1. :piece of 1" x 6"x 12", specs, folding rule, wise .:told,moot.-11

1. piece of 1" x 4"x 12 ", specs, vise and .smooth plane.

1-piect. of 1" x 4" x 2',specs, foldinv rule, vise aud plane.

1 pi4e of 1" x 6" x 1A" specs, folding rul.!, vise anclflack plane. / 1 piece of 1" x 6" x 18", ;, folding rulc, pencil, try sTiare4and jacl, plane.

1 piece of 1" x 4" x 2',specs, rule, pencil, v e and jack plane.

Li. 1 piece of 1" x 6" x 4, fol,.jng rule, jointer plane. -60-

Objective Number Materials Needed

1 piece of. I" x 4" x 2', scs, iolding rule,try vise and jointer plarke.

115. .1 piece of 1". x 4" x 18", specs, folding rule, pencil, vise and jointer plane.

116. 1 piece of 1" x 6" x 2', :,pec:i, trysquare, folding rale, )vise and fore plane.

117. 1 piece of 1" x 4" x 3', specs, folding rule, try square, vise and fore plane.

118. 1 piece of 1" x 4" x 3', specs, folding rule, vise and fore) plane.

119. 1 piece of 1" x 2" x 2', 'drawing of molding, portable router, Y router molding cutters, wrenches and jig.

120. 1 plastic laminated top, potable router, laminate-trir cutter, and wreOches.

.121. 1 plastic lamina ed backsplash, portable router, laminate trimmer cutter, àd wrenches-.

122. 1 completed frame, puriahle router, straight cutter, Wtol,dicsi router gig with fence and folding rule,.

123. 1 piece of 1" x 6" x 2', portable router, router cuttcr, wrenches, folding rule and router jig with fetwe.

124. 1 piece of 1" x 4" x 2'portable router,cove c tter, wrenches, and jig with 'fence.

125. 1 piece of 1" x x 2', specs, jointer machine, C-clalT;, stop blocks, puch stick and folding rule.

u 126. 1iiiece-of1"x 6" x 2', jointer machin, and push

127.. 1 piete of 1" x 6" x 2' and jointer.

128. 2 pieces- of 1" x 6" x 2' and jointer.

129. 1 piece of l", 8" x1.' and joint7.

. 1 130. 4 pieces of veneer ',toc,.(,jointer ,'Imd ,

131. 1 piece of 1" x 4" '2' and a jointer.

132. 1 piece of 1" x 4" Z' anda ointer.

133. 1 piece of 1" x 6" x and a jointer.

134. 2 sides of a bookcase, folding rule,circulirsaw, and dado head. -61- ohjectIve' Nuiaber Mater i.1 i Nctglcii

115. .2 pieces of stock for a cabinet,. foldingrule, sc,iruelar and ditto head.

136. Stock for a,ahest, radialarm saw, dado head, and tolling rule.

137. Stock for sldes.of-a hutch, overheadrouter, ;traight curter and folding :tile.'

138. Thickness planer, straight edge, cleaningfluid, rags and Wrenches:

139. 2 pieces of l'x 6' stock list, thickness planner and folding rule. t.

140: , 4 pieces of 1/2" L_L x 3" x 3', stock list, thickness, hand screw ---CIamps and folding rule.

141. 1 pieCe. of 1" x 6"x 3', pdttern-templat;i-penc:il,bandsaw, and drawing of scallop.

of x 12% compass_and_drawing-ot project..

143. 2 piece' of 3/4".x 8"x 4', pattern and drawing of project, 'handsavvand pencil.

144. 4 pieces of 2" x 3" x 30",pattern and drawing of proj-et, -bandsaw and pencil. 0

2 pieces of 1" x 2" x 2', drawing,bandsaw, and pencil.

. , 146'. 2 pieces of 2"' x 2"x 2', drawing of project, and bandaw.

14 2 pieces of 1' x 3" x 2',\wood fence; C-,-%kamps, ara,,Ying project and bandsaw.

148. sand saw and band saw blade.

149. 'A board with conVexedcuts and a spindle sander.

150. A board with scalloped cuts anda spinal- sandf.r.

151: Aboard with arc cuts anda spindle Fander.

fl2. 1 piece of 2" x 2" x 2', mortisingmachine, C-clamn-., ',top blocks, wrenches and folding rule.

Li . 1 :'icct' of 2" x 2" x 2', mortising machine,C-, iamps,',tor deck, wrenches and folding rule.

b4. t piece of 2" x 2i mortising machine, C-clamps, stop blocks, wrenches and folding/' rules. -62-

.NUMOef Materials Needed

155. 1 piece of 2" x 2" x P., mortising nachine, C-clamps, stop blocks, wrenches and folding rule.

156: 1 piece of 1" X 2".x 2', tennoner and coper, coping.hLads: wrenches, stop blocks, try square; and folding .rile.

1.57 1 piece of l" x 2" x 2', tennoner and coper, coping heads, wrenches, atop blocks, level square and folding rule.

0.58. . 4 pieces of 1" x 2"x 2', tennoner and coper, coping head, wrenches, stop blOiks, try squie and folding rule. .. . _

. i . \ 159. .4 pieces of 1" x 1" ,2", tennonvei and coper, copin;; hcati, wrenches, stop blocks, try square and fOlding role.

160. Grinding machine, stone dresser, grinding attachment an! plArre

iron blade. .

. ibl. Grinding machine, stone dresser, grinding attachment and i chisel.

162. 1 piece of 1" x 4" x 12", drill press, machine bit, try square, folding rule, pencil, and gig for drilling holes.

163: 1 piece of 1" x 4" x 2', drill press, machine hit, tr! squar:!, folding rule, pencil ad set up for drilling a series of

links. . . \ . . .

164. 1 piece oi 2" x 2" x 2', wood lathe, lathe cutting t , --- sample turning, folding rule, pencil and outside calipers.

165. 1 piece of 2" x 2" x 3', wood lathe, lathe cutting tools, baluster drawing, folding rule, pencil and outside calipers.

166. i piece Of 2" X 2" x 3' wood lathe, lathe cutting tools, .p.fttern of aluster, folding rule, pencil, and outside calipcts,

167. 4 pieces of 1,1/4" x L 1/4"x 30",_wood.lathe, lathe tools, sample turning,.i'olding rule, pencil, and out..4id.:

calipers. ,

1 piece of 2" x 2" x 2', wood lathe, lathe rutting tools, drawing of spindle folding rule, pencil and outside caliper,:

. 169. 1 piece of 2" x 2" x is, wood lathe lathe ruttingto 91s,.

'pattern of_spindle, folding rule, pencil , ;rid

M, / 4. ' '

-63-

9. . REFERRNCES

Atkinson, R. C. Computer-based instruction in initial reading. in Proceedings of th9, 1967 Invitational Conference on Testing, Problems, Princeton, N.J.: Educational Testing Service, 1968.

Block, J. H. Criterion-referenced measurements: Potential; School Review, 1971, 69, 289-298.

Bloom, B.S. Learning for mastery. Evaluation Comment, 1968, 1(2).

Bormuth, J. R. On the theory of achAevement test items. Chicago: University of Chicago Press, 1970.

....-- Boyd, J. L. Jr., & Shimberg, B. Handbook of performance testing: A

practical guide for test makers. Princeton, N.J.: Educational Os Testing Service, 1971. \\ i / 1 J. E. A model_of school learnitig% Teachers College Record, 1963, 64, 723-733.

Cox, K. C. Item selection techniques and evaluation of instructional objectives. Journal of Educational Measurement, 1965, 2, 181-185.

Cronbach, L. J. How e n instruction be adapted to individual diilerences? .n R. M; Gagne (E .), Learning and individual differences. Columbus, Ohio: Merrill Books, 1967.

Cronbach, L. J. Validation of educational measures. In Proceedings of the 1969 InvitationAl Conference on Testin: Problems. Princeton,, 1;17.1.-1--Educational Testing Service,, 1970.

Cronbach, L. ., & Gleser, G. C. Psychological tests and :personnel

decision . (2nd ed.) Urbana, Ill.: University of Illinois Press,' 1968.

Flanagan, J. C. Functional education for the seventies. Phi Delta !appin, 1967, 4, 2/-32.

Glaser, R. Instructional technology and the measurement of learning outcomes. 'American Psycholo-gist, 1963, 18, 519-521.

Glaser, R. Adapting the elementary school curriculum to individmil performance. In Proceedings of the 1967 Invitational Conference on Testing Problems. Princeton, N.J.: Educational Testing Service, 1968.

S. -64-

Glaser, R.,1. Nitko, A. J. Measurement in learning and instrucli!m.. la R.L. Thorndike (Ed.), Educational measatemant. Washington, X.; Amotican Council on Eduottion, 1971..

Gronlund, E. Measurement and evaluation tn .teaching.. (2nd ed.) Ni;r4 York: The MacMillan CO.,'1971.

!, Hambleton, IR. K., & Gorth, W. P. Criterion - referenced testing4 and 41)pfications. Center for Educational Research Technical Re_ert #13 School of Educatioe, Universi6- of Massachusetts, Amherst, 1971.

Hambleton, R. K., Gorth, W. P., & )''Reilly, R. P. ormative evaluation model for classroom instruction'. Center for Educational Research Technical Report #16, School'of Education, University-of Mas'Sachu- setts,- Amherst, 1972.

Hambleton, R. & Novick, M. R Toward an integration of theory and. .metnod fur criterion-refre.!cl tests. 'American College Testing

Technical_Report,.lowa City, 1972, in .press. ,

Ivens, H. An investigation of item analysis, reliability and vilidity

1 in relation to.c.riterion- referenced tests. Unpublished 'dal:tura! dissertation, Florida State University, 1970. , Kritwall, T. E. Applications of information timeory and acceptance stun, pling principles to the management of mathematics instruction. Unpublished.doctorafdissertation, Univers4y61Nisconsin, 1469.

Lord, F. M. Estimating norms by item-sampling. Educational and 1',j-h0- logical Measurement, 1962, 22, 259267.

Lord; F. M. Some test theory for tailored testing. In W. Holtzman Cquuter-assisted instruction, testing, and _ktidance. New York Harper and Row, 1970.

Lord; F. M., & Novick,` M. R. Statistical theories of mental test_sc_ores. Reading, Mass.: Addison-Wesley, 1968.

O'Reihly,,R.B., & Hambleton,, R. K. A CMI model for an individualize& learningprogram in ninth grade science. Center forEducatioual Research Technical Report #14, -School of Education, University c.t Massachusetts, Amherst,-1971.....

Popham, W. J.,& Husek, T. R. Implications of criterionrreferu:n,e ':"A:,- urement. Journal of Educational Measurement, 1969, 6,1-9. APPENDIX A.,

PRETEST MATERIALS,

Twu.Sample Tests and Evaluation Sheets Constructed from the Objective and Test ItemBank: -66-

woorrOpmfikiERFoRmitaTEsT I

0 Evaluation'

1. Sharpen a plane iron witha ground plane, iron, oilstone and oil.

Sharpen a chisel witha ground chieel,.oilstone and oil.

Sand ,a piece Of stock with stockfot the project, sandpaper and a Wok. ,

4. Remove the saw mar on concave cuts with milled boardi with concave cuts,a file and sandpaper.

. . Measure and mark/a piece.of etoCk/Witha bench rule, pencil, try square, stock and specifications..

6. .Measure and mark a piece of stock with a zig-zagru pencil, try square, stock and specificationse-./

7. Square one end ofa board to remove bad end witha try square.

8. Crofts cut two ends andremove checks with stock,cross c4. saw, square, and dimensions.

Chimfer on the end to specifications with stock,specifications, combination square and.hand plane.

10. Square off one end tojapecificationsgiven stock specifications, try square, and hand plane.

11. Select correct size bit-and boreholes to, specifica4ons given hand 'drill, drills,quiberend,specificatione.'

12. Select correct size drill anddrill bole to specifications given an electric drill, drills,lumber ied,s0ecifIcations.

13. Select correct size countersinkand countersinka hole to apecificatiops givena drill press, countersink, lumber and specificarna,

14. Plane a piece of stockto specified thickness with a pie6t 'of .stock, smooth plane, vise andspecifications.

15. Joint a piece of stock toapecificationsgiven stock, jack Plane, square, vise, andspecifications. -67- - ,

1 ,? lutt,t -, .,.., 400 Ouing (,t ticok'given jointerand a pie(4 o' ±,t s 4. . licv...1 (.4u cu 41/0, jointerand a 06 of stueV.

i....: r _ 8. Yabbet. vdgc ul Sr OCkfie! Vull jointer, and stock.

-. ..' ' 19. Plane stock to widthAlven.thickness.planer, stork list/ stock. and: handscrew .clmnp .

20. , Lay out,and cut, diagonalsfor turning given,harrsaw, stock, ,pattern anddrawing.

21. Replace bandsaw blade and make adjustmentsgiven bandsaw and blade of desiredSize. "

.. . / . 22. \Removal:sands/61w marks froMa btiard with convexedcuts. 1 23. .Remove bndsaw,marks froth 4 board with scallopedCuts _ 1

i . 24. Dress-grinding ' wheel,And grfpd bladegiven a dull plane iron blade attachment; .._ stoneidreaser andgrinding whe01.

1 25. Dress grinding'' ,wheel andgrillidchisel givena dull chisel blade itlachmentstonedresSer and grindingwheel. , '26. Determine if 1 a surface is flait,Usinga spirit level given

.. ., a surface and level. 1

-4, ! ,

. 27, Determine if a, surface isflat, using a steet square, . given parts of a-job andSteel square.

44-

cip -68-

cRio isctO WO0DWORKING ITRCORMANCE 1CST I. EVil

1. cuttinp. edge is.r.a/.. r sharp and bevei.is flat (notrounded).

2: Cult ii,' edge is ra,...; sharp and bevel iti flat (notrounded).. V

3. Sandint, i.: wit!: U\. ,,. lin. No sandpaper marks should besee Ind the thickness .,liotild beuniform. , \ I 4. All 1,AW and sandpapr, marksshoulo be removed; 111 Auni for,-.1 concave cut. \ . 4 7/

5. The measured lines o4, thestock Should7W:aceurat..

. \ 6. Thecmeasured lines on \the stockjhbuld be accut./ \ 7. The.0,,,ired line sheuld.bc.aCcurati. . 1 8.: Alt citock shotpid have been\cut off square. P:! Iit!. ,.______.1(1,, boapi.should Waecorate tO within+ 1/14"...... 1.. ._i I. 19. The. meter should be planed exaetly.

I 4 10. F.11(.1 ..i/ 1I'.11)J..:, 1;qUarl', :;moothand to size.

The holes should be thecorrect in the c,:.r 1'04 t 1 " tt .1.! I, wljth e*Arrc,t. angle to a cleansurface.

s 12.. ale hc)ies shralld be the correct rze, in the cw.,- ,..t to, :11... wIth t correct Ingle toa aea surface.

1 . drill. ,:-.,s!;:'sbould have beenset ip correctly with J 0 -. . 1. ,.' and sic colic tut-sunk holeresulting. t / I. / 14..- The ste:.k shOld be planed flat and straightto t... 1 / 'rr: t . / 15, ThQ_ srZ777-77't mr1,.! be planed-straight and aqua! ....--

M. '1,.., :ik, c j 1 It do,.. Id be accurate andthc cd; form i Pr iii !flint t/aightand,square.

. \ 11. lilt :! . : I , ,..., .,:ive been set up correctly t.,'J b tilt ,

bov. 1 ii t:,.. ,!1:',.. ---,

)rerThL. 4.1 r C.."beenst.e tip \ correct t( et. "f

'1th A10'111\1311. BESTCOPY

! A

I / should eolleoly and 'he of # NIN 0(k !Ah0111(1t) slA. 11101A'.

20. Cut. :atould accoiatc 'Ina of lhc eorrectdepth.

21. The guidet, should ht. aA)Otd-properly with the corlecttern,

. ;122. The cuts. and curves tdculdbe smooth mid to si?,e. Orto Tine.

23. 11.10.c:tits-and orve: should be sm6oth ilnd to .Eizeor to line.

24. Grinding wheel s oold bydre!o;ed flat andsquorom oi wheel with-the ground plain'iron having thy corleet an0e.

sipt 2S. Grindiug lahoel should beydres4c11.iiot and-squaret() sides of theel and the ground bl de shunld have-thecorrect angle.

26. Stod...ut shoot(' correctl,determine f material is flat or'mot,

. :,i..:: :,uuuld coirkk't_l determine if surlio.e/.:f.(wa4-1.! or not. II

tr(

Om' -70- Name:

woonvnivmc PYRi.ORMANCE TES1 1I

1. (Sharpen a scraper with n ground'. handscraper, oll4tor.,, oil file, and burnisher.

/ 2. Sand a piece of stock with stock for the project,.ylandparer and a vibrator sander:

3. , Sand a piece of stock with stock for the project , ,indpaer belts.and a belt sander.

4. Set mails given nailed milled boards and tools;.

5. Megsure and mark.i piece of stock with a bench rule.

6. Square both ends of a board to cut to length with Iry square, board with straight edge and a pencil.

7. Square both ends of a board to cut to length witha combination square.

8. Rip edg of 1 piece of stock given stock, mask inc', , hand rlp,;aw, and dimensi,imi, \ ). Chau:1'07. ::(7-4eclficatiohs given stock, specificatioi,i squire and,handplane.

10. Select-..rrect. size drill. and drill holes to r.c. giVen hand drills, lumber and specifi ntion-. ii. Select correct size bit and bore holes to speCiffcAtvP w'i'th a bit 'brace, bits, \.k7"erpecifications.

12. Select correct size drill and drill holes to specificAtion With a drill press, drills,,Jumber and specifications.

. , 13. Select correct size drill and counterbore holes to specifi,!ticn with a boring machine, counter bore, lumber and specifi caLl:mo,. . / 14. Joint a piete of stock vs specifications givenStock,smoofh plane, squire, vice and specifications.

15. Talper r pieco of strIck tr specifications given :!0(1., plane, kCe and specifications. .71-

I / /16. ',lint- sides of stock to specifications given jointer,stek, C-clamps, stop and push stick and specifications. 0 A

17. Joint best edge of a piece of stock giv/jointerand a diece of stock. Joint*the'ends of stock given jointerand a piece of stock. 0 19. Plane stock to thicknesswith thickness planer, stock list and stock, 0

20. La # out an cut scallops given a bandeaw, stocks, patttrn 4 and drawing. 21. Set up and resew stock given bandsaw,stock; jigs and drawing.- 0 , 22. Remove bandsaw marks from a \board witharc cuts.

23. Set up and drill holes in stock As per dimensions given drill press, bite stock and gig for drilling series'nf holes.

24. Rough turn stock to. diameter and turn balusters as per sample .4 given stdik4_woodlathe, lathe tools and sample turning.

25. Dress grinding whierAntiiiiachisel givena dull chisel blade attachment, atone dressit and grinding'wheel. .0

26. Determine if an edge issquareUsinga try square given part of a job and try square. .

27. Determine if an edge issquare using a steel square given part of a job and a steelsquare.

f. A it. I -:,1

, WohWORKING l'ERFORMANCE.TI

- totto% Evaluation !:hit

1. '..

1.-,. The scra0er cuttint, edge should ha e a uniform hooked edge .,,J -bcr------sharp, Ti should Ileai!e n . \ marks. \ ; \ 2. Sanding should_ be done with th.: y.rain irh.no sandpaper mar. showing. Also the thicknessoi The sit O. should. be unifofm..

/ 3. SanOint, should be dune with pie gr4in wit714117m1Tripaper mark showing. Alsoithe thickness of the stock .hould be uniform. _:;"...; ..

;

., Student should use correct nai].set and the spth of the set-naii _.

. should be Consistent with- the thickness or te' stock.

. ! , 5. Thensured lines should be taccurate. ,

6. Th stio'regl line should be accurnteiandthe length should he ,,ccurate.

7. s'jYt'ed line should be accurate and the engib hoi d be

8. The.edgo Of the stock should be ripped parallel wiot. boirA r,p.,uld he within + 1/16".

. The 'ctter should be straight, to with an ::tychraL., AOM Cut .11,h114 he :Alltv)th.

10. The hole!: should be of the correct size,!ocati,701, and angleLo a surtace.

11. The holes should he or the corrc,A ;ize,locati'.:.n. and angle to a clean surfaCe.

12. The hole,-; should lie of the corr..ci.qiee, loca(iort, and clean -surface.

13. Theboring maciline, shoulti- be sett ;i) (orro.:t1)., size of counterbored

14. The stock should be planed straight and square !. : width, 4 15. Ihe taper shomlo be correct.

1 16. Jointer should becorrectly set up th-

ficati,as, ,

17. The cut should by of the correct It w i t h t of the !;tocr str,light and 5;lul-ri to face,

1. . BEST COPY1P."!1.ABLE

4111.1i1 . The ..:,;Ti ; , 1 ,, or,

19. Th. lo.,edul, Iht-topCration should bo the coiroct : :1 -rig stock.

2u. 'I'attkro linos showing With smooth bandsaw c10:1,...

\ a 1 , 21:Jig setup should be correct. Size of stock ziliou41 he correct.

...--0 22. The curves and guts should besmooth.

23. The size, location, and depthof hole shduld .cuts should be clean: .; .

n 24, The size andshepe of baluster shOuld be matched with sanpl.

.25. The grinding wheel should be dressed flat and sqUA:e to t-;idr. sheel and the angle of the ground plane iron sb,)1:1J beCOTri

26. The scuared line shOuld be accurate.

27. The squared lineshould be accurate.

't f'1"'-4;)-

APP;.:ND IX B

BLOCK AND UN IT BREAKDOW;

Ns'

t1 0 , EVALUATION SERVICE CENTER FOR OCCUPATIONAL .7.DjCATION

loc. .,;(1 Unit Break

Cabinetmaking and Millwork 30114 artoV I4, BEST COPYA" ABLE Code Block ---ihrFt

r'Bench-Mbrk- ni maintenance n2 'Layout Sandtng' 04 ni uei nq 115 13semouct 06 Torming 07 Finishing OR Cutting 09 Fitting 10 Lamination

02 Nand-foo s nl Measurino Tools 02. Layout Tools 03 Testing Tools 04 Rafter & Framing So. 05 Sawing Tools 06 Clamps 07 Edge Cutting Tools 08 Boring Tools 09 Fastening Toni Smoothing Tool: Lathe Tools .12 Planes )/

03 Power Hand Tools (

rro ( '-;ectprocating S;v1 03 nc cane ns Pouter 06 Floor Sanders 07 Belt Sanders OR nai1inc 09 Disc Saldes .1 1 n Finishinn Sanners

04 :lachinery 01. Jointer 02 Circular Saw 03 Thickness Plant., 04 Radial. Arm Saw,

fl s Scroll Saw

, 06 Band Saw 07 Pelt Sanders A8 Spindle Sander 09 Disc Sande" 10 Shaper -/b

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06 Related Mathematics 01 Square Measure : . 02 , Board Measure

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1, 03 .House Plans 44 Bitie Print Readinq 'Ft PrOJeCts 01 noor 02 Cabinet P3 Table (14 tiantel ns Mill Stock n6 Plastic limirmto 07 Template n8 Cleanup Safety 09 Stocklist