Digital technologies play an important role in our daily lives. Smartphones and tablet computers are very common worldwide and are available for everybody from a very early age. This trend offers the opportunity to track digital usage data for psychological and educational research purposes. The current paper introduces two research projects, the…

The construct of reading comprehension has changed significantly in the twenty-first century; however, some test designs have not evolved sufficiently to capture these changes. Specifically, the nature of literacy sources and skills required has changed (wrought primarily by widespread use of digital technologies). Modern theories of comprehension…

The amount and severity of security threats have increased considerably over the past two decades, calling into question the validity of assessments administered around the world. These threats have increased for a number of reasons, including the popular use of computerized and online technologies for test administration and the use of almost…

In this article, the characteristics of five test review models are described. The five models are the US review system at the Buros Center for Testing, the German Test Review System of the Committee on Tests, the Brazilian System for the Evaluation of Psychological Tests, the European EFPA Review Model, and the Dutch COTAN Evaluation System for…

The test review process used by the Buros Center for Testing is described as a series of 11 steps: (1) identifying tests to be reviewed, (2) obtaining tests and preparing test descriptions, (3) determining whether tests meet review criteria, (4) identifying appropriate reviewers, (5) selecting reviewers, (6) sending instructions and materials to…

The Reduced Reparameterized Unified Model (Reduced RUM) is a diagnostic classification model for educational assessment that has received considerable attention among psychometricians. However, the computational options for researchers and practitioners who wish to use the Reduced RUM in their work, but do not feel comfortable writing their own…

A critical component of the standard setting process is collecting evidence to evaluate the recommended cut scores and their use for making decisions and classifying students based on test performance. Kane (1994, 2001) proposed a framework by which practitioners can identify and evaluate evidence of the results of the standard setting from (1)…

This article sets the stage for the description of a variety of approaches to test reviewing worldwide. It describes the importance of test reviewing as a protection of the public and of society and also the benefits of this activity for test users, who must choose measures to use in particular situations with particular clients at a particular…

In 2006, a (new) German standard for test reviewing was passed (Testkuratorium, 2006). There was already a European standard in place (European Federation of Psychologists' Associations, 2008). This article presents the German standard for test reviewing and explains how the German test review system was derived from demands in the German standard…

Internationalization is possible, but the objectives need careful consideration. It is noted that the majority of countries do not have any form of test quality procedure and that only a small number have reviews, registration, certification, or some combination of these approaches. Internationalization could provide benefits at the least by…

Many approaches to standard-setting use item calibration and student score estimation results to structure panelists' tasks. However, this requires collecting standard-setting judgments after the item analysis results are available. The Scoring Guide Alignment approach collects standard-setting judgments during the scoring sessions from teachers…