Investigated the functioning of a new computer-delivered graphical modeling (GM) response type for use in a graduate admissions assessment using two GM tests differing in item features randomly spiraled among participants. Results show GM scores to be reliable and moderately related to the quantitative section of the Graduate Record Examinations.…

Evaluated whether variance due to computer-based presentation was associated with performance on a new constructed-response type, Mathematical Expression, that requires students to enter expressions. No statistical evidence of construct-irrelevant variance was detected for the 178 undergraduate and graduate students, but some examinees reported…

This study assessed the invariance in the factor structure of the "Test of English as a Foreign Language"™ Internet-based test (TOEFL® iBT) across subgroups of test takers who differed in native language and exposure to the English language. The subgroups were defined by (a) Indo-European and Non-Indo-European language family, (b)…

Examined the generalizability and validity and examinee perceptions of a computer-delivered version of 8 formulating-hypotheses tasks administered to 192 graduate students. Results support previous research that has suggested that formulating-hypotheses items can broaden the abilities measured by graduate admissions measures. (SLD)

Examined alternative-item types and section configurations for improving the discriminant and convergent validity of the Graduate Record Examination (GRE) general test using a computer-based test given to 388 examinees who had taken the GRE previously. Adding new variations of logical meaning appeared to decrease discriminant validity. (SLD)

This paper presents a strategy for measuring cognitive gains in reading during the early school years. It is argued that accurate estimates of gain scores and their appropriate interpretation requires the use of adaptive tests with multiple criterion referenced points that mark learning milestones. It is further argued that two different measures…

Exploratory and confirmatory factor analyses were used to explore relationships among existing item types and three new computer-administered item types for the analytical scale of the Graduate Record Examination General Test. Results with 349 students indicate constructs the item types are measuring. (SLD)

Evaluated a computer-delivered response type for measuring quantitative skill, the "Generating Examples" (GE) response type, which presents under-determined problems that can have many right answers. Results from 257 graduate students and applicants indicate that GE scores are reasonably reliable, but only moderately related to Graduate…

Formulating-Hypotheses (F-H) items present a situation and ask the examinee to generate as many explanations for it as possible. This study examined the generalizability, validity, and examinee perceptions of a computer-delivered version of the task. Eight F-H questions were administered to 192 graduate students. Half of the items restricted…

Three new computer-administered item types for the analytical scale of the Graduate Record Examination (GRE) General Test were developed and evaluated. One item type was a free-response version of the current analytical reasoning item type. The second item type was a somewhat constrained free-response version of the pattern identification (or…

Several developments growing out of the National Assessment of Educational Progress (NAEP) are reviewed, with a discussion of their extension and application to other projects. These developments include: (1) complex matrix item sampling designs; (2) performance-based items in large-scale assessments; (3) vertical scaling; and (4) innovative…

This study assessed the factor structure of the LanguEdge™ test and the invariance of its factors across language groups. Confirmatory factor analyses of individual tasks and subsets of items in the four sections of the test, Listening, Reading, Speaking, and Writing, was carried out for Arabic-, Chinese-, and Spanish-speaking test takers. Two…