In this article, we introduce a person-fit statistic called the hierarchy consistency index (HCI) to help detect misfitting item response vectors for tests developed and analyzed based on a cognitive model. The HCI ranges from -1.0 to 1.0, with values close to -1.0 indicating that students respond unexpectedly or differently from the responses…

This paper examines ways in which the teaching of critical thinking skills at the college level have been evaluated. It is noted that two problems exist in using validated tests for critical thinking: (1) intelligence tests do not address critical thinking in specific courses or fields of knowledge; and (2) validated tests are not designed to…

Test evaluation summaries completed by the Center for the Study of Evaluation in 1970 and 1976 were used to determine changes in test quantity and quality among elementary-level standardized instruments. In the earlier studies, the instruments were rated in four general areas: measurement validity, examinee appropriateness, administrative…

The report describes the organization and implementation of an evaluation of the Rose Tree Media Social Studies Curriculum. A questionnaire designed to gather teachers' assessment required response to twelve sets of statements reflecting sound curriculum procedures. Teams of teachers constructed tests summarizing the curriculum of each year…

Examines accuracy evaluation in published testing programs of the following: J. M. Cattell; C. Spearman; A. Binet; L. M. Terman; R. M. Yerkes; E. L. Thorndike; and W. D. Scott. Developing community and consensus on testing required convergence between theorists and practitioners. (SLD)

This report presents an overview of research related to the development of the "Wisconsin Tests of Testimony and Reasoning Assessment," a battery of seven tests for assessing student development in the mastery of relevant concepts and skills of verbal argument for grades 10-12. Provided are (1) a discussion of the rationale for and…

A discussion of evaluating informal logic competence centers on the identification of currently available tests and on a description of test theory, to aid in test selection. The following concepts in test theory are discussed: norm-referenced and criterion-referenced tests, true scores, reliability, validity, test selection and evaluation, test…

Procedures are described to conduct summative evaluations of Talents Unlimited programs. It is assumed that school counselors, administrators, or personnel minimally trained in measurement and statistics are capable of conducting the evaluation, except for doing the statistical analysis. The procedures are composed of: establishing measurable…

The report presents the fourth evaluation of the Ohio Career Development Program for Grades K-10. Although career education programs appeared to be successful on observation, the administration of curriculum-based tests in 1973 showed no major difference between results of the program and nonprogram students. Policy studies in education developed…

This second volume of the Assessment, Evaluation, and Programming System (AEPS) Test and its associated curriculum, begins with an overview of the test and a discussion on the purpose and value of the assessment and evaluation of young children. Chapter 3 describes the target population for the AEPS Test and the use of the test with children with…

This first volume of the Assessment, Evaluation, and Programming System (AEPS) Test and its associated curriculum, describes the AEPS measurement components for the developmental range from birth to 6 years. Chapter 1 provides a comprehensive description of the AEPS Test and chapter 2 discusses linking assessment, goal development, intervention,…