This guide is designed to help adult educators and administrators better understand the content of the GED® test. This guide is tailored to each test subject and highlights the test's item types, assessment targets, and guidelines for how items will be scored. This 2016 edition has been updated to include the most recent information about the…

This paper, presented in an outline format, provides general suggestions for the format of classroom tests and offers guidelines for adapting commercial tests that accompany textbooks for students with disabilities. Suggestions include, for example, using visual prompts to focus attention on important words, symbols, or procedures; and not…

This preview of the Tests of General Educational Development (GED) to be introduced in 1988 begins with a brief background of the review process that will result in the GED Test. An overview of committee recommendations then highlights five themes of Test Specifications Committee panel reports: the tests should (1) demand more highly developed…

Suggestions for software design in computer managed testing (CMT) cover instructions to testees, their physical format, provision of practice items, and time limit information; test item presentation, physical format, discussion of task demands, review capabilities, and rate of presentation; pedagogically helpful utilities; typefonts; vocabulary;…

Argues that multiple choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)

Suggested accommodations for mainstreamed secondary learning disabled students on teacher made tests are presented. Suggestions are grouped into general; format; and test taking modifications (presentation, recording, and scoring). Among the many suggestions made are the following: watch readability of questions; assure test is clearly printed;…

The fact sheet focuses on considerations when testing adaptations are needed, provides some facts about disability, and identifies a variety of adaptations of testing procedures which have been developed and successfully used in schools, vocational training programs, and on college campuses. Testing adaptations are discussed in terms of disability…

This book explains writing effective multiple-choice test items and studying responses to items to evaluate and improve them, two topics that are very important in the development of many cognitive tests. The chapters are: (1) "Providing a Context for Multiple-Choice Testing"; (2) "Constructed-Response and Multiple-Choice Item Formats"; (3)…

Discusses the development of a language aptitude test designed to help select students to study German. Four areas of assessment are memory ability, ability to deal with stress and intonation patterns, inductive reasoning ability, and ability to recognize grammatical case. (EKN)

Offers guidelines for designing computer-based testing which demands high-level cognitive functioning of students using computer-assisted instruction as a learning mode. Examples of conceptual, principle, and procedural learning evaluation approaches, strengths and weaknesses within the formats described, and suggestions for improving the…

This guide is designed to provide teachers and reading tutors with an easy-to-use and practical guide to selecting and using reading assessment tools that (1) provides descriptions of reading assessments for English and Spanish speaking students that can be used to diagnose and identify their reading skills and abilities; (2) helps teachers find…

The second of three sequels to the booklet "Student Assessment," this booklet begins by describing and giving examples of three different forms that short-answer questions can take: (1) completion items; (2) unique-answer questions; and (3) open short-answer questions. Guidelines are then provided for deciding which type of question to…

Describes an attempt to construct an ESL dictation test that would: (1) be appropriate for a wide range of ability, (2) be easy and fast to score, (3) consist of set items that would form both a unidimensional and cumulative scale, and (4) yield scores that would be directly interpretable with respect to specified levels of English proficiency.…

This handbook will assist principals and school testing coordinators in implementing the spring 2007 administration of the Developmental Reading Assessment (DRA). Information regarding administration timeline, reporting, process, online tools and contact personnel is discussed. Contents include: (1) Scheduling; (2) Identify Primary Test…

Nonrestricted-answer, multiple-choice test items are recommended as a way of including more facts and fewer incorrect answers in test items, and they do not cue successful guessing as restricted multiple choice items can. Examination construction, scoring, and reliability are discussed. (MSE)