The consequences of formula scoring versus number right scoring are examined in relation to the assumptions commonly made about the behavior of examinees in testing situations. The choice between the two is shown to be dependent upon having reduced error variance or unbiasedness as a goal. (Author/JKS)

A mathematics achievement test with instructions to avoid guessing wildly was given to 168 elementary school pupils who were later asked to complete all the questions using a differently colored pencil. Results showed examinees, particularly the more able students, tend to omit too many items. (CTM)

The validity of combining a correction for guessing with the Nedelsky-based cutscore was investigated. A five option multiple choice Mathematics Achievement Test was used in the study. Items were selected to meet several criteria. These included: the capability of measuring mathematics concepts related to performance in introductory statistics;…

A number of strategies are described for adapting ability test items to individual differences in ability levels of testees. Each strategy consists of a different set of rules for selecting the sequence of test items to be administered to a given testee. Advantages and disadvantages of each strategy are discussed, and research issues unique to the…

This study reexamines results reported by Angoff and Schrader regarding formula directions and rights directions for standardized tests. In that study, it was concluded that the two scoring directions were essentially equivalent. In this study, methodological concerns are discussed and additional data analyses undertaken. Among various…