The primary objective of this research was to examine the effect of scoring items known to be multidimensional using a unidimensional model. Although several simulation studies have examined this, few studies have been conducted using data obtained from actual test administrations. In this study, open-ended mathematics items from a mandated state…

Beginning in Spring 1998, Virginia students participated in the Standards of Learning (SOL) Assessments designed to test student knowledge of the content and skills specified in the state's standards. This document contains questions that approximately 83,000 students in grade 3 were required to answer as part of the SOL assessments. These…

Over the past decade, developers of the National Assessment of Educational Progress (NAEP) have changed substantially the mix of item types on the NAEP assessments by decreasing the numbers of multiple-choice questions and increasing the numbers of questions requiring short- or extended-constructed responses. These changes have been motivated…

This study explored possible configurations of the new SAT® critical reading section without analogy items. The item pool contained items from SAT verbal (SAT-V) sections of 14 previously administered SAT tests, calibrated using the three-parameter logistic IRT model. Multiple versions of several prototypes that do not contain analogy items were…

The SAT® I: Reasoning Test is administered seven times a year. Primarily for security purposes, several different test forms are given at each administration. How is it possible to compare scores obtained from different test forms and from different test administrations? The purpose of this paper is to provide an overview of the statistical…

Discusses changes in testing as a result of the availability of extensive inexpensive computing and some recent developments in statistical test theory. Describes the role of the Computerized Adaptive Test (CAT) and modern Item Response Theory (IRT) in ability testing tailored to each student's knowledge and ability. (JAC)

Strong-Campbell Interest Inventory items which differentiated between males and females by more than nine percentage points were removed in an attempt to develop a unisex occupational scale for pharmacists. The remaining items formed a unisex scale nearly as reliable and valid as the original, over short term periods. (MH)

Eight ambiguous items in the 16-item Inconditionality of Regard Scale of the Barrett-Lennard Relationship Inventory were rewritten to see if the relationship of that scale to others in the inventory would change. The hypothesis that the relationships would change was upheld. (The eight original and eight modified items are included). (JKS)

Presents the results of an investigation to determine if the position of a distractor in a multiple choice question influences the degree of difficulty of an item. The data support the hypothesis that the placement of the distractor immediately before the key alters the difficulty of the item significantly. (Authors/SA)

The importance of item difficulty (equated delta) was explored as a predictor of differential item functioning of Black versus White examinees for 4 verbal item types using 13 Graduate Record Examination forms and 11 Scholastic Aptitude Test forms. Several significant racial differences were found. (TJH)

Effects of gender-related word changes in tests on the performance of male and female examinees were examined. Mathematics and English language test items were administered in neuter, male, and female versions to samples of about 300 high school students each. Factors influencing the resulting lack of bias are discussed. (SLD)

Results of four experiments show that developmental differences in elaborative conceptual processing at acquisition and retrieval contribute independently to developmental increases in recall. Item identification processes for both words and pictures constrain children's elaborative processing. The constraints are time limited. (RH)

Evaluates the attributes of a microcomputer software package as a supplement to chemistry instruction. Reports higher scores among the students in a control group. Discovers no significant interaction between treatment and development stage. Discusses several implications for further research. Provides the General Chemistry Test and error analysis…

With bootstrap methodology, the stability of the Angoff delta item bias index was investigated. Data from item responses of 400 Black and 400 White fifth-grade students taking the Iowa Tests of Basic Skills indicated that the Angoff delta statistic had only moderate stability. (SLD)

Reports on the development and testing of the Children's Perception of Interparental Conflict Scale. Three subscales were derived from factor analysis. The validity of the conflict subscale was supported by parent reports of conflict. The threat and self-blame subscales correlated with children's responses to conflict vignettes. (BC)