Changing the order of items between alternate test forms to prevent copying and to enhance test security is a common practice in achievement testing. However, these changes in item order may affect item and test characteristics. Several procedures have been proposed for studying these item-order effects. The present study explores the use of…

The comparability of scores on test forms that are constructed through examinee item choice is examined in an item response theory framework. The approach is illustrated with data from the College Board's Advanced Placement Test in Chemistry taken by over 18,000 examinees. (SLD)

Studied the solution strategies of 55 high school students who solved parallel constructed response and multiple-choice items that differed only in the presence of response options. Differences in difficulty between response formats did not correspond to differences in strategy choice. Interprets results in light of the relative comprehension…

Causes of differential item difficulty for blind students taking the braille edition of the Scholastic Aptitude Test's mathematical section were studied. Data for 261 blind students were compared with data for 8,015 non-handicapped students. Results show an association between selected item categories and differential item functioning. (TJH)

A 100-item five-choice multiple choice (MC) biology final exam was converted to multiple choice true-false (MTF) form to yield two content-parallel test forms comprised of the two item types. Students found the MTF items easier and preferred MTF over MC; the MTF subtests were more reliable. (Author/GK)

Performance of 156 undergraduate and 48 graduate students on a self-adapted test (SFAT)--students choose the difficulty level of their test items--was compared with performance on a computer-adapted test (CAT). Those taking the SFAT obtained higher ability scores and reported lower posttest state anxiety than did CAT takers. (SLD)