For many years, reading comprehension in the Programme for International Student Assessment (PISA) was measured via paper-based assessment (PBA). In the 2015 cycle, computer-based assessment (CBA) was introduced, raising the question of whether central equivalence criteria required for a valid interpretation of the results are fulfilled. As an…

In most large-scale assessments of student achievement, several broad content domains are tested. Because more items are needed to cover the content domains than can be presented in the limited testing time to each individual student, multiple test forms or booklets are utilized to distribute the items to the students. The construction of an…

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)

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.…