Some practical guidelines for developing multiple choice tests are offered. Included are three steps: (1) test design; (2) proper construction of test items; and (3) item analysis and evaluation. (JMF)

This handbook has been prepared to address one specific problem: How can the techniques of program evaluation be effectively applied to produce useful information about the operations and impact of moral education programs in secondary schools? The handbook is divided into five chapters. The introductory chapter describes the background and…

This guide begins with a series of questions and answers that introduce Pennsylvania's Educational Quality Assessment (EQA) Inventory as a 188- to 190-item multiple-choice test for grades 5, 8, and 11. Items are selected from a 400-item bank using matrix sampling procedures. Test results are analyzed at the school level; no individual student…

The Evaluation and Programming System: Assessment Level I (EPS-I) was evaluated for effectiveness in developing individual education goals among handicapped or at-risk infants and young children. Early interventionists (N=48) used EPS-I and other instruments to develop goals which were compared. Findings indicate EPS-I goals were functional,…

An achievement test for the secondary school vocational electricity programs in South Carolina was constructed by a research coordinating unit (RCU) project. A trade and industrial supervisor and consultant, three electricity instructors, and four industry representatives comprised an advisory committee that participated in its development. Three…

Criteria for making decisions about eligibility and instruction assessment procedures are discussed. Key criteria for consideration include accuracy, efficiency, reliability and validity of eligibility criteria and methods. Factors in assessment strategies for instructional decisions include selection of general teaching methods, learning progress…

This study examined psychometric properties and usefulness of the Evaluation and Programming System: Assessment Level I (EPS-I) by analyzing validity, reliability, and utility data from 335 nonhandicapped, at-risk, and handicapped infants and young children. Outcomes portrayed EPS-I as a valid, reliable, and helpful instrument for developing and…

Outlines the benefits associated with true-false and multiple-choice tests and sets forth rules for writing effective items for such tests. (FL)

Can students' writing ability really be assessed by standardized, objective tests? This question is explored here along with a discussion of the alternatives and advice for principals to help their English and language arts teachers confront the issue. (Author/TE)

Presents an interview with Grant Wiggins, executive director of an educational consulting group. Discusses performance assessment and authenticity in testing. Addresses topics such as the student as worker, diploma as exhibition of mastery, authenticity of assessment, fairness, and skill as opposed to knowledge. Urges examining desired social…

Describes a case study to determine whether performance tests are a feasible alternative to multiple-choice tests. Examines the difficulties of administering and scoring performance assessments. Explains that the study employed three performance tests and one multiple-choice test. Concludes that performance test administration and scoring was no…

The first of the National Education Goals states that by the year 2000 all children in America will start school ready to learn. Pressed by demands for greater accountability and enhanced educational performance, states are developing standards and creating new criteria and approaches for assessing achievement. Calls to assess young children are…

This workbook is one of six professional development manuals prepared by experienced adult assessment staff to help new adult education (AE) instructors understand how to administer and interpret standardized tests and how such standardized tests can provide one basis for instructional placement and curriculum choices. It also provides information…

This study investigated the technical adequacy of 7 objective indexes of writing quality in monitoring the progress of 36 middle school students with mild disabilities over a 6-month period. Three indexes (such as "percent of legible words") were moderately correlated with holistic ratings but were not sufficiently stable over time. (Author/JDD)

This publication offers guidelines, practical suggestions, and examples for developing better teacher-made tests. It is divided into five chapters: (1) Planning Classroom Tests, (2) Guidelines for Developing Classroom Tests, (3) Assembling and Administering Classroom Tests, (4) Assessing Test Items, and (5) Desirable Characteristics of Tests.…