Mokken scale analysis (MSA) is a probabilistic-nonparametric approach to item response theory (IRT) that can be used to evaluate fundamental measurement properties with less strict assumptions than parametric IRT models. This instructional module provides an introduction to MSA as a probabilistic-nonparametric framework in which to explore…

It has been known for some time that item response theory (IRT) models may exhibit a likelihood function of a respondent's ability which may have multiple modes, flat modes, or both. These conditions, often associated with guessing of multiple-choice (MC) questions, can introduce uncertainty and bias to ability estimation by maximum likelihood…

This article describes ten key assessment practices for advancing student learning that all professors should be familiar with and strategically incorporate in their classrooms and programs. Each practice or concept is explained with examples and guidance for putting it into practice. The ten are: learning outcomes, performance assessments,…

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through The Nation's Report Card, the NAEP Reading Assessment reports how well students perform in…

One technology for education whose adoption is currently expanding rapidly in UK higher education is that of electronic voting systems (EVS). As with all educational technology, whether learning benefits are achieved depends not on the technology but on whether an improved teaching method is introduced with it. EVS inherently relies on the…

This report describes the purposes of benchmark assessments and provides recommendations for selecting and using benchmark assessments--addressing validity, alignment, reliability, fairness and bias and accessibility, instructional sensitivity, utility, and reporting issues. We also present recommendations on building capacity to support schools'…

In contemporary academic literature and in many national curricula, there is a widespread acceptance that critical thinking should be an important dimension of Education. Teachers and researchers recognize the importance of developing students critical thinking, but there are still great difficulties in defining and assessing critical-thinking…

Multiple choice tests are widely viewed as the most effective and objective means of assessment. Item development is the central component of creating an effective test, but test developers often do not have the background in item development. This document describes recall, application, and analysis, the three cognitive levels of test items. It…

The recent increase in the use of constructed-response items in educational assessment and the dissatisfaction with the nature of the decision that the judges must make using traditional standard-setting methods created a need to develop new and effective standard-setting procedures for tests that include both multiple-choice and…

For complex educational assessments, there is an increasing use of "item families," which are groups of related items. However, calibration or scoring for such an assessment requires fitting models that take into account the dependence structure inherent among the items that belong to the same item family. C. Glas and W. van der Linden…

Connecticut's experience with four different standard-setting methods regarding multiple choice proficiency tests is described. The methods include Angoff, Nedelsky, Borderline Group, and Contrasting Groups Methods. All Connecticut ninth graders were administered proficiency tests in reading, language arts, and mathematics. As soon as final test…

Many school districts are developing assessments that incorporate both selected response and constructed response formats. Scores on these assessments can be used for a variety of purposes ranging from subject remediation to promotion decisions. These policy decisions are informed by recommendations for Minimum Passing Scores (MPSs) from standard…

This handbook describes the procedures used to develop, administer, and analyze the results of the 1978-79 art assessment of 9-year-olds, and 17-year-olds by the National Assessment of Educational Progress (NAEP). The primary purpose of the handbook is to provide detailed procedural information for people interested in replicating the assessment…

This document presents descriptions of the content that has been identified as essential for all Kentucky students to know and will be included on the state assessment, the Kentucky Instructional Results Information System (KIRIS). The core content in this document is designed to be used with, not instead of, the expectations outlined in…

Recommends including essay questions on state economics examinations to prevent misclassification of students. Briefly reviews the literature arguing that certain groups of students do poorly on multiple choice tests. Discusses California's experience with adopting a combined-format type test. (MJP)