This process is useful for tests that apply to the cognitive and affective domains of learning, and also can be used for skill testing in  the psychomotor domain. The development process for criterion-referenced tests follows a general-to-specific pattern.  [Figure 6-5]  Instructors should be aware that authentic assessment may not be as useful as traditional assessment in the early phases of training,  because the learner does not have enough information about the concepts or knowledge to participate fully. As discussed in Chapter  3, The Learning Process, when exposed to a new topic, learners first tend to acquire and memorize facts. As learning progresses, they  begin to organize their knowledge to formulate an understanding of the things they have memorized. When learners possess the  knowledge needed to analyze, synthesize, and evaluate (i.e., application and correlation levels of learning), they can participate more  fully in the assessment process.  The first step in developing an appropriate assessment is to state the individual objectives as general, level-of-learning objectives. The  objectives should measure one of the learning levels of the cognitive, affective, or psychomotor domains described in Chapter 3. The  levels of cognitive learning include knowledge, comprehension, application, analysis, synthesis, and evaluation.  For the understanding level, an objective could be stated as, “Describe how to perform a compression test on an aircraft reciprocating  engine.” This objective requires a learner to explain how to do a compression test, but not necessarily perform a compression test  (application level). Further, the learner would not be expected to compare the results of compression tests on different engines  (application level), design a compression test for a different type of engine (correlation level), or interpret the results of the  compression test (correlation level). A general level-of-learning objective is a good starting point for developing a test because it  defines the scope of the learning task.  6-8  Determine Level-of-Learning Objectives  Figure 6-5.  The development process for criterion-referenced tests follows a general-to-specific pattern.  4. $_{ }$Develop criterion-referenced test items.  3. $_{ }$Establish criterion objectives.  2. $_{ }$List indicators of desired behaviors.  1. $_{ }$Determine level-of-learning objectives. 