A new method was developed to assist in the selection of a test length by utilizing computer simulation procedures and item response theory. A demonstration of the method presents results which address the influences of item pool heterogeneity matched to the objectives of interest and the method of item selection. (Author/PN)

Reliabilities and concurrent validities of teacher-made multiple-choice and true-false tests were compared. No significant differences were found even when multiple-choice reliability was adjusted to equate testing time. (Author/MH)

Reports the development of a paragraph-descriptor short form of the Schedule for Nonadaptive and Adaptive Personality (SNAP); (L. Clark, 1993) with self- and other versions. Data from 294 college students, with parental ratings for 94 students, support the reliability and validity of the measure. (SLD)

Data from 196 Irish school children were analyzed and used to develop a shortened version of the Fennema-Sherman Mathematics Attitudes Scales (E. Fennema and J. Sherman, 1976). Internal consistency estimates of the reliability of scores on the whole scale and each of the subscales of the original and short form were favorable. (SLD)

Much previously published material for estimating the reliability of classification has been based on the assumption that a test consists of a known number of equally weighted items. The test score is the number of those items answered correctly. These methods cannot be used with classifications based on weighted composite scores, especially if…

This special issue covers recent technical developments in the field of criterion-referenced testing. An introduction, six papers, and two commentaries dealing with test development, test score uses, and evaluation of scores review relevant literature, offer new models and/or results, and suggest directions for additional research. (SLD)

The concurrent validity and reliability of Kaufman's short-form version of the McCarthy Scales of Children's Abilities were examined for a sample of 342 Mexican-American preschool and kindergarten age children. The results showed that generally the positive psychometric properties of the Kaufman short form were also noted for the children in this…

Examiners seeking guidance on multiple-choice and true/false tests are likely to encounter various faulty or questionable ideas. Twelve of these are discussed in detail, having to do mainly with the effects on test reliability of test length, guessing and scoring method (i.e. number-right scoring or negative marking). Some misunderstandings could…

The Feldt-Gilmer congeneric reliability coefficients make it possible to estimate the reliability of a test composed of parts of unequal, unknown length. The approximate standard errors of the Feldt-Gilmer coefficients are derived via a method using the multivariate Taylor's expansion. Monte Carlo simulation is employed to corroborate the…

Because it generally took over an hour to administer the Porch Index of Communicative Ability (PICA), a shorter but comparable version of the test was developed. The original test was designed to quantify aphasic patients' ability level on common communicative tasks and consisted of 18 ten-item subtests. Each item resulted in a proficiency rating,…

Generalizability theory was applied to the Matching Familiar Figures Test (MFF), an instrument commonly employed to assess reflection-impulsivity in children, in order to analyze the dependability of the MFF at four grade levels: second, third, fourth, and fifth. The MFF was individually administered to 114 boys. A completely crossed, two-facet…

The standard error of measurement usefully provides confidence limits for scores in a given test, but is it possible to quantify the reliability of a test with just a single number that allows comparison of tests of different format? Reliability coefficients do not do this, being dependent on the spread of examinee attainment. Better in this…

Two approaches to criterion-referenced test construction are compared. Classical test theory is based on the practice of random sampling from a well-defined domain of test items; latent trait theory suggests that the difficulty of the items should be matched to the achievement level of the student. In addition to these two methods of test…

The viewpoint is expressed that adding to test reliability by either selecting a more homogeneous set of items, restricting the range of item difficulty as closely as possible to the most efficient level, or increasing the number of items will not add to test validity and that there is considerable danger that efforts to increase reliability may…