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Nine-criterion framework for judging the value of educational tests

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Description

The article enumerates nine virtues a test may possess to varying degrees, from validity ('Measure what it purports to measure') through reliability, objectivity, scaling, norms, interest to the child, range of abilities registered, diagnostic discrimination between failures, and correlation with intelligence at maximum ability. The framework is offered as 'a convenient assembly of important test virtues' to guide administrators who must choose among many existing tests rather than find one.

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  • Nine-criterion framework for judging the value of educational tests: The article enumerates nine virtues a test may possess to varying degrees, from validity ('Measure what it purports to measure') through reliability, objectivity, scaling, norms, interest to the child, range of abilities registered, diagnostic discrimination between failures, and correlation with intelligence at maximum ability. The framework is offered as 'a convenient assembly of important test virtues' to guide administrators who must choose among many existing tests rather than find one. (Franzen et al. (1921))

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Key Sources

  • Franzen, R., & Knight, F. B. (1921). Criteria to Employ in Choice of Tests. The Journal of Educational Psychology. https://doi.org/10.1037/h0075312
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type research-method
id nine-criterion-framework-for-judging-the-value-of-educational-tests
title Nine-criterion framework for judging the value of educational tests
description The article enumerates nine virtues a test may possess to varying degrees, from validity ('Measure what it purports to measure') through reliability, objectivity, scaling, norms, interest to the child, range of abilities registered, diagnostic discrimination between failures, and correlation with in
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generated by process:settle-candidates on 2026-10-24
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