Criterion Theory and Development_K02 PKM MM 2022 (original) (raw)
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1973
Because of misconceptions regarding appropriate measurement strategies, it is necessary to draw distinctions between two major measurement methodologies, norm-referenced and criterion-referenced measurement, as they relate to determining basic academic capabilities. Norm-referenced measures are used to ascertain an individual's performance in relationship to the performance of other individuals on the same measuring device. Criterion-referenced measures are used to ascertain an individual's status with respect to some criterion, that is, an explicitly described type of learner competence. Because of the wide use of norm-referenced standardized achievement tests, many assume that they are the only instruments that should be used to find out how well a school is working or a pupil is learning. But typical standardized tests are unsuitable for these purposes because of problems with their interpretability and their psychometric properties. Criterion-referenced tests remedy some of these weaknesses because they can: (1) be more accurately interpretable; (2) detect the effects of good instruction; and (3) allow us to make more accurate diagnoses of individual learners' capabilities. If sufficient care is taken to support the development of high quality criterion-referenced measures, legislation to distribute federal funds on the basis of educational deficiencies rather than census determiners appears to be sound.
Human factor validation in an industrial measurement system
Measurement, 2008
The object of this study is to determine how people interpret measurement data; which factors influence their interpretation and which do not. This study forms part of an investigation series undertaken at the paper pulp company Sö dra Cell in Sweden (N = 1200 employees), the investigated parameter being ''paper pulp quality". The findings presented in the study are the outcomes of a questionnaire that was repeated four times (n 1 = 54, n 2 = 53, n 3 = 43, n 4 = 38), an interview (n i = 32) and regular group discussions that included 10 people (n d = 10) and that took place once a month over a three-year period.
CHAPTER 38. TESTING, ADJUSTING, AND BALANCING GENERAL CRITERIA
SYSTEMS that control the environment in a building change with time and use, and must be rebalanced accordingly. The designer must consider initial and supplementary testing and balancing requirements for commissioning. Complete and accurate operating and maintenance instructions that include intent of design and how to test, adjust, and balance the building systems are essential. Building operating personnel must be well-trained, or qualified operating service organizations must be employed to ensure optimum comfort, proper process operations, and economical operation. This chapter does not suggest which groups or individuals should perform a complete testing, adjusting, and balancing procedure. However, the procedure must produce repeatable results that meet the design intent and the owner's requirements. Overall, one source must be responsible for testing, adjusting, and balancing all systems. As part of this responsibility, the testing organization should check all equipment under field conditions to ensure compliance. Testing and balancing should be repeated as systems are renovated and changed. Testing boilers and other pressure vessels for compliance with safety codes is not the primary function of the testing and balancing firm; rather, it is to verify and adjust operating conditions in relation to design conditions for flow, temperature, pressure drop, noise, and vibration. ASHRAE Standard 111 details procedures not covered in this chapter. TERMINOLOGY Testing, adjusting, and balancing (TAB) is the process of checking and adjusting all environmental systems in a building to produce the design objectives. This process includes (1) balancing air and water distribution systems, (2) adjusting the total system to provide design quantities, (3) electrical measurement, (4) establishing quantitative performance of all equipment, (5) verifying automatic control system operation and sequences of operation, and (6) sound and vibration measurement. These procedures are accomplished by checking installations for conformity to design, measuring and establishing the fluid quantities of the system as required to meet design specifications, and recording and reporting the results. The following definitions are used in this chapter. Refer to ASH-RAE Terminology of HVAC&R (1991) for additional definitions. Test. Determine quantitative performance of equipment. Adjust. Regulate the specified fluid flow rate and air patterns at terminal equipment (e.g., reduce fan speed, adjust a damper). Balance. Proportion flows in the distribution system (submains, branches, and terminals) according to specified design quantities. Balanced System. A system designed to deliver heat transfer required for occupant comfort or process load at design conditions. A minimum heat transfer of 97% should be provided to the space or load served at design flow. The flow required for minimum heat transfer establishes the system's flow tolerance. The fluid distribution system should be designed to allow flow to maintain the required tolerance and verify its performance. Procedure. An approach to and execution of a sequence of work operations to yield repeatable results. Report forms. Test data sheets arranged in logical order for submission and review. They should also form the permanent record to be used as the basis for any future TAB work. Effective and efficient TAB requires a systematic, thoroughly planned procedure implemented by experienced and qualified staff. All activities, including organization, calibration of instruments, and execution of the work, should be scheduled. Air-side work must be coordinated with water-side and control work. Preparation includes
Performance distributions: Measuring employee performance using total quality management principles
There have been numerous criticisms of traditional performance appraisal systems made by Total Quality Management (TQM) advocates. This article describes a performance appraisal and management system that addresses many TQM concerns about appraisal systems. The Performance Distribution Assessment method (PDA) explicitly considers system versus person sources of performance variation and provides a means for developing``targeted'' performance and quality improvement programs. The literature regarding the development and validity of the PDA method is reviewed, and the compatibility of this appraisal system with quality management principles is discussed. . Based in part on these measurement concerns, the total quality management (TQM) movement has fueled a debate about the role of traditional performance appraisal systems in a quality-oriented environment.
According to Linn and Miller (2005) define assessment as any of a variety of procedures used to obtain information about student performance. Assessment refers to the full range of information gathered and synthesized by teachers about their students and their classrooms (Arends, 1994) Assessment is a method for analyzing and evaluating student achievement or program success. 3. 3. Assessment for Learning Is practiced, students are encouraged to be more active in their learning and associated assessment. The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners.