This technical manual describes the purpose and intended uses of the TOEFL iBT test, its target test-taker population, and relevant language use domains. The test design and scoring procedures are presented first, followed by a research agenda intended to support the interpretation and use of test scores. Given the updates to the test starting…

The second edition of the International Test Commission Guidelines for Translating and Adapting Tests was prepared between 2005 and 2015 to improve upon the first edition, and to respond to advances in testing technology and practices. The 18 guidelines are organized into six categories to facilitate their use: pre-condition (3), test development…

The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…

The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…

The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English…

This manual contains information about the American College Test (ACT) Plan® program. The principal focus of this manual is to document the Plan program's technical adequacy in light of its intended purposes. This manual supersedes the 2011 edition. The content of this manual responds to requirements of the testing industry as established in the…

Guidelines for the construction and use of an attitude instrument are presented, and the application of the instrument to measure student attitude toward economics is described. Attention is directed to the Likert-like summated forced-choice variety of attitude instrument, whereby attitude toward the object is inferred from the summed responses to…

The paper presents 12 steps in developing and validating criterion referenced tests (CRTs). The author emphasizes the need to closely examine the test's stated purpose and trace the test through the 12 steps in order to find CRTs that are useful rather than useless. Examples are given for each step: preparing or selecting objectives; developing…

Procedures for conducting functional level testing have been available for use by practitioners for some time. However, the Title I Evaluation and Reporting System (TIERS), developed in response to the educational amendments of 1974 to the Elementary and Secondary Education Act (ESEA), has provided the impetus for widespread adoption of this…

Item writing is a major responsibility of trainers. Too often, qualified staff who prepare lessons carefully and teach conscientiously use inadequate tests that do not validly reflect the true level of trainee achievement. This monograph describes techniques for constructing multiple-choice items that measure student performance accurately. It…

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)

Outlines a six-step process which can be used by faculty teams to assess the validity of criterion-referenced tests. Steps include: comparing test items with course objectives, assessing the test in terms of the domains and levels of Bloom's Taxonomy, and examining the appropriateness of various types of test questions. (JP)

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

The premise of this document is that trade instructors and incumbent workers can work together as a writing team to develop test items for vocational education. The development process used by the Vocational-Technical Education Consortium of States (V-TECS) is described as follows: (1) identify and validate a task list; (2) conduct task analysis;…

The Ohio Vocational Achievement Tests are specially designed instruments for use by teachers, supervisors, and administrators to evaluate and diagnose vocational achievement for improving instruction in secondary vocational programs at the 11th and 12th grade levels. This guide explains the Ohio Vocational Achievement Tests and how they are used.…