A model for constrained computerized adaptive testing is proposed in which the information in the test at the ability estimate is maximized subject to a large variety of possible constraints on the contents of the test. At each item-selection step, a full test is first assembled to have maximum information at the current ability estimate fixing…

This publication contains released test items for grade 4 reading from the 2001 Washington Assessment of Student Learning (WASL). It is designed to assist teachers and administrators in the analysis of specific test items in order to identify patterns, trends, weaknesses, and strengths of student performance on the Essential Academic Learning…

This publication contains released test items for grade 10 reading from the 2001 Washington Assessment of Student Learning (WASL). It is designed to assist teachers and administrators in the analysis of specific test items in order to identify patterns, trends, weaknesses, and strengths of student performance on the Essential Academic Learning…

The quality and the effectiveness of the 1992 New Jersey Grade 8 Early Warning Test (NJEWT) are assessed. Standardized tests possess clear advantages for educators, especially in the case of administration and scoring, but there are clear disadvantages as well, including the possibility of bias. Four criteria are applied to the NJEWT: adequacy,…

Test publishers have promoted their commercially available, norm-referenced achievement tests as viable solutions to assessment challenges faced by states. They argue that their tests are developed professionally, and, therefore, possess sound psychometric properties not often found in state-specific efforts. This study compared judgments from two…

Designed to provide an experience as close as possible to the actual assessment, this paper presents the revised model of assessment in writing for the Michigan High School Test (HST). The revisions incorporated into the paper reflect the testing transition from the High School Proficiency Test to the HST. Session 1 looks at how well students can…

As an admissions test, the SAT II: Subject Tests in foreign languages allow students to demonstrate academic competence in the selected language area. As a placement tool, the SAT II: Subject Tests in foreign languages serve the same function as the SAT II: Subject Tests do in other academic areas such as world history, chemistry, or math. SAT II:…

Discusses problems inherent in testing translation students and emphasizes that the test of a translation student will depend primarily on the aim of the course concerned, e.g. tests of students in metalinguistic-awareness-oriented courses will focus on items attesting to metalinguistic knowledge rather than a mere competence in the languages per…

An A-level General Studies candidate expresses frustration that questions in the administered examination have little relevance for environmental issues. Argues that the General Studies category is a good fit for environmental studies as students could better apply concerns about environmental issues through the broadening experiences afforded by…

The summary cloze technique offers an alternative to multiple choice. Summary cloze exercises are prepared by summarizing the content of the original text. The shortened text is transformed into a rational cloze exercise. The learner completes the summary text using the list of choices provided. This technique is a good measure of reading…

Defines computer assisted language testing (CALT), discusses the various processes involved, outlines the advantages and disadvantages, and examines psychometric aspects of computer testing. A table of factors distinguishes between test content and the mechanics of test taking. These factors constitute a table for developing a CALT checklist. (24…

This study is the National Board of Medical Examiners exploration of content-based techniques (standard-setting techniques in which pass/fail decisions are based upon the performance of examinees in relation to test content). Two content-based techniques (Angoff and Ebel) and three methods of evaluating examinee performance were studied. (MLW)

Examines the similarities and differences in the methodologies and findings of six projects that investigated the statutory testing of 11-year-old children in England and Wales. Reveals a similarity of results despite a diversity of methods. Reviews the findings in relation to other research and provides suggestions for future research methods.…

Examines some of the key issues related to measuring social support and identifies 28 instruments which have been used in research with pregnant adolescents. Defines the major external and internal variables that affect social support and offers relevant questions to guide researchers in the selection of social support instruments. (RJM)

This article provides an overview of strength-based assessment of children and adolescents with emotional and behavioral disorders and discusses the development and psychometric characteristics of the Behavioral and Emotional Rating Scale (BERS). The BERS is a norm-referenced, standardized test that assesses the strengths of children and…