This report describes the purposes of benchmark assessments and provides recommendations for selecting and using benchmark assessments--addressing validity, alignment, reliability, fairness and bias and accessibility, instructional sensitivity, utility, and reporting issues. We also present recommendations on building capacity to support schools'…

The purpose of this paper is to demonstrate how graphical analyses can enhance the interpretation and understanding of multidimensional item-response theory (IRT) analyses. Conceptually many of the unidimensional IRT concepts such as item characteristic curves, information, etc., can be extended to multiple dimensions. However, as the…

This article summarizes results from tests that have allowed examinee choice of test items. It paints a bleak psychometric picture for the use of examinee choice within fair tests. Choice is anathema to standardized testing unless the aspects that characterize the test are irrelevant to what is being tested. (SLD)

A study was conducted to begin a process of validating hypothesized causes of local item dependence (LID) in large-scale performance assessments. Data for the study are item level scores from 26 science tasks from the 1993 edition of the Maryland School Performance Assessment Program. Causes of high LID were hypothesized from studies by Ferrara et…

A new assessment conception is described that integrates constructed-response testing, artificial intelligence, and model-based measurement. The conception incorporates complex constructed-response items for their potential to increase the validity, instructional utility, and credibility of standardized tests. Artificial intelligence methods are…

A scenario and accompanying questions and answers are posed to help educators examine possible problems in interpreting a student's test score profile. Profiles developed and used soundly are very helpful, but possible pitfalls in test interpretation must be recognized. (SLD)

The purpose of the Graduate Record Examinations (GRE) figural-response project was to design a prototype computer assessment system for delivering and scoring figural-response items in the domain of cell and molecular biology and to begin to investigate properties of the item format. This report describes progress to date in an effort that is…

A study was conducted to develop a test that is able to capture knowledge of an intuitive nature, such as that acquired through discovery learning. The proposed test format is called the "what-if test." Test items in this format consist of the presentation of a situation. A change in the situation is introduced, and learners have to…

Contrasts between constructed response items and stem-equivalent multiple-choice counterparts typically have involved averaging item characteristics, and this aggregation has masked differences in statistical properties at the item level. Moreover, even aggregated format differences have not been explained in terms of differential cognitive…

Argues that tests should be used to improve instructional programs. Specific suggestions include the study of reports on test performance, item analysis on classroom tests, item analysis as a part of standardized test reports, use of diagnostic or inventory tests, and careful selection of test items. (PK)

The role of assessment in science education is explored, focusing on summative assessment in British public certificate examinations. Examples of test items are presented to illustrate difficulties in making valid and reliable assessments, and issues with implications for formative assessment are discussed. (SLD)

This handbook has been written for college teachers regardless of their prior training in pedagogy, assessment, or education. It is a practical handbook, designed for easy reference. Part 1 can provide either an introduction to Classroom Assessment or a comprehensive review, depending on the reader's prior experience. The first chapter explains…

Speaking a second language is probably the most difficult skill to test in that it involves a combination of skills that may have no correlation with each other, and which do not lend themselves to objective testing. In addition, what can be understood is a function of the listener's background and ability as well as those of the speaker. Another…

Characteristics that distinguish criterion-referenced tests from their norm-referenced counterparts are discussed, including: the purposes that they are designed to serve; the characteristics of the types of items that they contain; and the manner in which they are developed. More specifically, the distinguishing characteristics include: reference…

Issues in alternative assessment for accountability purposes are discussed. Most new forms of performance assessment are linked in the literature, but all alternative forms of assessment do not have the same attributes in terms of technical and feasibility criteria. Tradeoffs in the validity of inferences that can be drawn from alternative…