In the development of programed materials, usually all responses are analyzed for a small sample of students. The viable alternative is to perform mathematical transformations on response data from a selected portion of a large sample (more than 400 students) to obtain reliable estimates of item difficulty and item discrimination. (LH)

The three major project objectives were as follows: (1) development of procedures for determining the optimum number of subgroups (and hence, moderated scoring keys) required for maximizing the predictive effectiveness of an inventory; (2) development of a single scale for reporting the scores obtained from a set of moderated keys; and, (3)…

This pamphlet describes the exciting potential of item banking--a new approach to testing which combines both comparability of scores with flexibility of test format. Item banks are collections of items where the characteristics of each item is known and these characteristics can be summated to described a test made from such items. The principle…

This paper brings together a variety of item-analysis techniques into a coherent system. The system is based on classical test theory, the theorems that can be derived from the equation, X = T + E. The system extends from techniques for analyzing parts of an item separately to techniques for relating items to total test score, to sub-scores, to…

The 2 approaches considered in this study for the construction of an English language arts program for Indian children are direct observation of children's language patterns and item-analysis of children's responses made to diagnostic test items. Some 225 children in grades 4 to 7 of an integrated elementary school on Vancouver Island, Canada,…

This overview of variables lists 17 basic educational outcomes, 13 curricular programs, 7 co-curricular programs, 3 aspects of student behavior sampled by the objectives-referenced test items in the Colorado evaluation project. (For related documents, see TM 003 086, 087.) (KM)

The item (difficulty and discrimination) and test (reliability and validity) statistics in classical test theory are highly dependent upon the calibration sample of individuals used. The estimates of item and test parameters in classical test theory is valid within a range of interest along the characteristic measured. Generally, this range of…

An item analysis was performed on two rating scales, the Delta Survey of Nurses and the Delta Nursing Survey, developed for evaluating the preparation and job performance of nursing graduates. Resulting data supported the basic design of the instruments. The revised instruments consist of seven fewer items; two subtests were deleted, and a number…

The Mathematics Attitude Scale (Aiken, 1974) purports to reflect attitude toward mathematics on two basic dimensions, enjoyment and value. While this scale is widely used in mathematics research, the only empirical evidence supporting the two-factor structure is the item analysis of college freshmen responses. The present study examines the…

Discusses pretests, using tests for feedback, and using item discrimination ratios in analyzing test effectiveness. (MLH)

Items constructed like those of Mednick's Remote Associates Test (RAT) fall into distinct categories, which are shown to interact significantly with subjects and with subject groups determined on the basis of performance. Some doubts are cast on the validity of the RAT. A similar 16-item test is included. (Author/JKS)

When multiple-choice tests are scored in the usual manner, giving each correct answer one point, information concerning response patterns is lost. A method for utilizing this information is suggested. An example is presented and compared with two conventional methods of scoring. (Author/JKS)

Three algorithms for selecting a subset of originally available items, to maximize coefficient alpha, were compared on the size of the resulting alpha and computation time required with nine sets of data. The characteristics of a computer program to perform these item analyses are described. (Author/JKS)

Attempted to investigate the effects of different levels of test anxiety on actual rather than simulated classroom test performance. The intent was to learn whether the effect of anxiety would be dependent upon or independent of several variables, such as test scores, sex differences, intelligence, and type of test items. (Author/RK)

A method for the construction of scales which combines the rational (or intuitive) approach with an empirical (item analysis) approach is presented. A step-by-step procedure is provided. (Author/JKS)