A sample of 22 multiple-choice questions is provided to point up the potentialities of this type question, as well as to dispel the myth that "objective" tests require no thought, insight, or understanding. The questions have been taken from a variety of tests constructed by Educational Testing Service, and are presented as they appeared in the…

The general objective of this study was to study Piaget's notion of the sequential development of number conservation in 85 children averaging 5.9 years of age. The question addressed was to determine if a set of ten equal addition conservation of number tasks were scalable. A large coefficient of reproducibility, .912, was computed. Other indices…

In a post-mortem study of item sampling, 1,050 examinees were divided into ten groups 50 times. Each time, their papers were scored on four different sets of item samples from a 150-item test of academic aptitude. These samples were selected using (a) unstratified random sampling and stratification on (b) content, (c) difficulty, and (d) both.…

Suggestions for adapting NAEP procedures for local use are based on the assumptions that instructional decisions can be improved through systematic gathering of data and that every student is not tested. (Author/KM) Aspect of National Assessment (NAEP) dealt with in this document: Procedures (Utilization).

Multivariate generalizability techniques are used to bridge the gap between psychometric constraints and the tables of specifications needed in test development. Techniques are illustrated with results from the American College Testing Assessment Program. (Author/PN)

The development and initial validation of a new Minnesota Multiphasic Personality Inventory--2 (MMPI-2) scale designed to determine infrequent responding with psychopathological populations are described. Results with 1,179 subjects show that the Infrequency-Psychopathology Scale (F p ) may be useful in settings with high base rates of…

Weighting test scores by appropriateness of confidence, has almost without exception raised the reliability of test scores. Greater gains appear to occur for the less reliable tests, but that is at least partly because the more reliable a test is to begin with, the more difficult it is to improve it. If confidence-testing allows us to weight…

Investigates the effects of three different item-difficulty sequenced test forms on performance and the anxiety-type by item-difficulty sequence interaction described by Munz and Smouse. Also investigates the assumption of Munz and Smouse that item-difficulty sequences are progressively more arousing or provoking in the order: random,…

Examines the extent to which grades derived from a conventional norm-referenced examination can be interpreted in terms of criterion-referenced performance assessments of different abilities and skills. Results suggest that performance is more affected by test format and subject matter than by the intellectual abilities tested by them. (JOW)

This Digest addresses developing scoring rubrics, administering performance assessments, and scoring, interpreting, and using results. In developing scoring rubrics, the criteria within the scoring rubric should be clearly aligned with the requirements of the task and the state goals and objectives. They should also be expressed in terms of…

The purpose of this technical manual is to document the technical aspects of the 2002-2003 Maine Educational Assessment (MEA). In the fall of 2002, students in grades 4, 8, and 11 participated in the administration of the MEA in writing, reading, and health education. In the spring of 2003, students in grades 4, 8, and 11 were administered tests…

Argues for appraising tests for evidence of construct validity as well as evaluating the potential social consequences of test use. Asserts that construct validity provides a rational approach for predictive hypotheses and a rational basis for judgment of test relevance to the criterion domain. (Author/JCD)