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Steedle, Jeffrey T.; Cho, Young Woo; Wang, Shichao; Arthur, Ann M.; Li, Dongmei – Educational Measurement: Issues and Practice, 2022
As testing programs transition from paper to online testing, they must study mode comparability to support the exchangeability of scores from different testing modes. To that end, a series of three mode comparability studies was conducted during the 2019-2020 academic year with examinees randomly assigned to take the ACT college admissions exam on…
Descriptors: College Entrance Examinations, Computer Assisted Testing, Scores, Test Format
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Wainer, Howard – Educational Measurement: Issues and Practice, 1993
Some cautions are sounded for converting a linearly administered test to an adaptive format. Four areas are identified in which practices broadly used in traditionally constructed tests can have adverse effects if thoughtlessly adopted when a test is administered in an adaptive mode. (SLD)
Descriptors: Adaptive Testing, Computer Assisted Testing, Educational Practices, Test Construction
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Solano-Flores, Guillermo; Shavelson, Richard J. – Educational Measurement: Issues and Practice, 1997
Conceptual, practical, and logistical issues in the development of science performance assessments (SPAs) are discussed. The conceptual framework identifies task, response format, and scoring system as components, and conceives of SPAs as tasks that attempt to recreate conditions in which scientists work. Developing SPAs is a sophisticated effort…
Descriptors: Elementary Secondary Education, Performance Based Assessment, Science Education, Science Tests
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Green, Bert F. – Educational Measurement: Issues and Practice, 1995
If annual performance assessments are to yield results that can be compared from year to year, many technical problems must be addressed. It is essential that tests to be equated measure the same construct. Methods of equating performance assessment scores, ways of equating system assessments, and standard setting are discussed. (SLD)
Descriptors: Comparative Analysis, Educational Assessment, Educational Change, Equated Scores
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Frisbie, David A. – Educational Measurement: Issues and Practice, 1992
Literature related to the multiple true-false (MTF) item format is reviewed. Each answer cluster of a MTF item may have several true items and the correctness of each is judged independently. MTF tests appear efficient and reliable, although they are a bit harder than multiple choice items for examinees. (SLD)
Descriptors: Achievement Tests, Difficulty Level, Literature Reviews, Multiple Choice Tests
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Sireci, Stephen G. – Educational Measurement: Issues and Practice, 1997
Different methodologies for linking tests across languages are reviewed and evaluated, focusing on monolingual item response theory, bilingual group designs, and matched monolingual group designs. These methods, although not without weaknesses, are superior for promoting score comparability than methods that rely on translation or expert judgment…
Descriptors: Bilingualism, Comparative Analysis, Cross Cultural Studies, Educational Assessment
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Zwick, Rebecca – Educational Measurement: Issues and Practice, 1991
Item parameter estimates derived through item response theory methods have been considered relatively robust to changes in item position and context, but the anomaly in reading scores from the 1986 National Assessment of Educational Progress (NAEP) illustrates problems with common population equating procedures when there are test form changes.…
Descriptors: Achievement Tests, Context Effect, Equated Scores, Estimation (Mathematics)