Despite the popularity of both multiple-choice (MC) and true-false (TF) items, most investigations comparing the two formats have done so to determine the optimum number of choices to be given to students within a given time period. The purpose of this investigation was to compare the reliabilities and the validities of both formats when the items…

The pretest-posttest design referred to as Design 2 by Campbell and Stanley (1963) is commonly used in educational research and evaluation. The tenability of the assumption of a zero population difference commonly used with this design is questioned. A nonzero population estimate based on the mean difference observed in test-retest reliability…

An aptitude test requiring 10-minutes' administration time was administered to high school students learning Forkner, Century 21, and Gregg shorthand for the purpose of determining test validity for different shorthand systems. Validity data were obtained from approximately 2000 students. Aptitude test reliability ranged from KR20=0.88 to 0.90.…

Multiple matrix sampling is a sampling design in which both test items and examinees are randomly sampled from their respective populations. This study was designed to develop and assess a method for computing an estimate of a correlation coefficient when a multiple matrix sampling design is used. The examinee populations included 212 third-grade…

The attitude of students toward taking achievement tests, as well as the relationship between this attitude and student performance on achievement tests, was studied in three southern Illinois schools. Students in grades six through nine were administered the 1973 Stanford Achievement Tests, followed by an attitudinal test developed for the study…

When classes are the units of analyses, estimates of the reliability of class means are needed. Using classical test theory it is difficult to treat this problem adequately. Generalizability theory, however, provides a natural framework for dealing with the problem. Each of four possible formulas for the generalizability of class means is derived…

This self-instructional manual for psychological assessment focuses on the following topics: (1) general statistics, (2) central tendency, (3) random, continuous, and discrete variables, (4) variability, (5) measuring variability, (6) sampling, (7) derived scores, (8) covariation, (9) reliability and validity, and (10) standard error of…

Scores on standardized tests may be expressed in a variety of different modes. Raw scores, grade equivalents, percentile ranks, stanines, and standard scores are the major types in use today. The study investigated whether the mode or scale used to express scores affected the magnitude of group statistics, specifically, t and r (the t-test of the…

This paper describes the development of a criterion-referenced test. The Prescriptive Mathematics Inventory (PMI) was developed to measure 400 stated behavioral objectives. The test consists of three overlapping levels with the objectives chosen to cover 90 to 95 per cent of the mathematics curriculum nominally taught in grades 4 through 8. Each…

This report shows how Beta weights for the J-Coefficient may be easily developed without a formal validity study, and indicates how indications of ability other than tests can be used to measure the same abilities that are measured by tests. See also TM 001 163-64,166 for further information on job elements (J-Scale) procedures. (Author/DLG)

Perhaps more than ever before, college teaching is being studied and evaluated. This paper describes the development of a simple descriptive instrument used to focus observers' classifications and ratings of college teachers' instructional behaviors as recorded on video tape. The need for such an instrument is reviewed, the methodology for testing…

Describes the process used to develop two examinations, an achievement test of computer literacy and a computer anxiety index. Highlights include a definition of computer literacy, determination of the validity and reliability of the tests, and a study to evaluate the final versions of the tests. (Author/LRW)

Description of study to determine the impact of management training on student performance focuses on the need for proper evaluation. Pre- and posttraining evaluative tools for rating managers are described, differences in ratings are analyzed, and implications for evaluating management training on interpersonal skills are discussed. (LRW)

A new instrument, the Attitude toward Educational Measurement Inventory, was completed by 331 undergraduate education majors. Results show high internal consistency reliability for the subscales and moderate stability reliability. Interscale correlations indicate that the three scales represent related, but distinct, aspects of student's attitudes…