Examined whether patterns of gender differential item functioning (DIF) in parcels of items are influenced by changes in item position. Findings for more than 2,000 college freshmen taking a test of mathematics suggest that the amounts of gender DIF and DIF present in item parcels tend not to be influenced by changes in item position. (SLD)

Seventeen educational measurement textbooks were reviewed to analyze current perceptions regarding true-false achievement testing. A synthesis of the rules for item writing is presented, and the purported advantages and disadvantages of the true-false format derived from those texts are reviewed. (TJH)

Studied a method for investigating the equivalence of translated-adapted items using bilingual test takers through item response theory. Results from an English-Turkish course evaluation form completed by 688 Turkish students indicate that the methodology is effective in flagging items that function differentially across languages and informing…

Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)

The effects of packing or skewing the response options of a scale on the common measurement problems of leniency and range restriction in instructor ratings were assessed. Results from a sample of 130 undergraduate education students indicate that packing reduced leniency but had no effect on range restriction. (TJH)

College students rated dissimilarity of pairs of common test item formats. A multidimensional scaling model with individual differences fit to data from 111 students suggested that they used 2 dimensions to distinguish among the formats, 1 separating supply from selection items and 1 based on the number of options. (SLD)

Studied effects of students' use of calculators with 2 experimental forms of a university mathematics test taken by 765 and 725 college students, respectively. Calculator effects are not found for overall scores but are seen for some individual items. Analysis at the item level makes the actual impact apparent. (SLD)