Concept-referenced testing

It is suggested that for criterion-referenced tests to have any educational value, they must be linked to the categories of learning that have been demonstrated in learning theory. These categories form the basis of the test domains. The nature of the two main categories, concepts and rules, is reviewed and it is suggested that the errors produced by pupils that indicate faulty concept learning or rules application should form the basis for the production of tests. Examples of such tests are also discussed. As this approach to testing is markedly different to the current psychometric approach to criterion-referenced testing it is suggested that the form of testing described here be calledconcept-referenced testing to distinguish it from other forms of criterion-referenced measures.