Two alternative procedures to Rogers' method of using control charts to display item statistics are discussed. The data itself determines limit and centerline values, thus permitting these values to be compared to any criterion difficulty level(s) deemed appropriate for a given set of test items. (Author/RL)

Methods for evaluating the consistency of responses to test items were compared. When a researcher is unwilling to make the assumptions of classical test theory, has only a small number of items, or is in a tailored testing context, Cliff's dominance indices may be useful. (Author/CTM)

After taking tests in introductory college courses, students were asked to rate the quality of the items. Correlations between student ratings and item-test point biserial correlations revealed little or no relationship except for a subset of students who had performed well when taking the tests. (JKS)

This study was conducted to determine how items of the Stanford-Binet Intelligence Scale, Form L-M, had performed in the 1930's standardization sample in comparison with the 1972 standardization sample. (SB)

Refined item digraph analysis (RIDA) is a way of studying diagnostic and prescriptive testing. It permits assessment of a test item's diagnostic value by examining the extent to which the item has properties of ideal items. RIDA is illustrated with the Orange Juice Test, which assesses the proportionality concept. (TJH)

A study concluding that the Wechsler Adult Intelligence Scale (Revised) (WAIS-R) has three clear factors in its structure is critiqued. An alternative factor comparison technique, FACTOREP, is used with identical data. It is demonstrated that the WAIS-R has only two strong factors--verbal comprehension and perceptual organization. (TJH)

Provides guidelines for writing multiple-choice tests and ways to evaluate the quality of test items. (SK)

This paper comments on the response offered by Szechtman and Woody to Taylor et al's initial comments on Szechtman and Woody's original article. Taylor et al highlight one problem with their model that Woody and Szechtman seem to think is unimportant: the treatment relevance of their model. The analogy of aspirin and colds was used, suggesting…

Utilization of objective structured clinical examinations (OSCEs) for final assessment of medical students in Internal Medicine requires a representative sample of OSCE stations. The reliability and generalizability of OSCE scores provides validity evidence for OSCE scores and supports its contribution to the final clinical grade of medical…

The Parent And School Survey (PASS) is an instrument designed to quickly, easily, and accurately measure parental involvement in their children's education. It is based on Epstein's six-construct framework, with four items devoted to each construct. A test-retest reliability study of the PASS was conducted with 40 subjects to refine the 24 items…

Several factors in the H. J. Walberg Educational Productivity Model, which assumes that 9 factors affect academic achievement, were examined with a limited sample of 1st-year students in the University of Groningen. Information concerning 8 of these factors--grades, motivation, age, prior achievement, home environment, support from peers,…

In this study, the perceived importance and manageability of teachers on the factors in technology integration were assessed among 407 elementary and secondary schoolteachers. A questionnaire containing 28 items focusing on environmental, personal, social and curricular factors related to technology integration was used. Two sets of data resources…

The competition among relations in nominals (CARIN) theory of conceptual combination (C. L. Gagne & E. J. Shoben, 1997) proposes that people interpret nominal compounds by selecting a relation from a pool of competing alternatives and that relation availability is influenced by the frequency with which relations have been previously associated…

"Differential Ability Scales," Second Edition (DAS-II; Elliott, 2007), was developed to measure the cognitive abilities of children and adolescents from age 2 years, 6 months to 17 years, 11 months. The test is designed to be individually administered, measuring general conceptual and reasoning ability ("g") as well as specific…

This article describes the significant gains in student achievement in an urban elementary school when teachers worked together to develop, administer, and review assessment items. In grade-level teams, teachers completed item analyses and engaged in instructional conversations about students' needed instruction. (Contains 3 tables and 2 figures.)