Attention is drawn to the dynamics of criterion-referenced test (CRT) construction in this report. How CRT's are developed at the Instructional Objectives Exchange is described through a series of three steps. The procedures pertain to the construction of "off the shelf" as well as "customized" tests. Step one, isolating the…

A proficient item writer should possess several attributes: knowledge and understanding of the material being tested, continuous awareness of objectives, continous awareness of the instructional model, understanding of the students for whom the items are intended, skill in written communication, and skill in the techniques of item writing. The…

Angoff's method for identifying possible biased test items was applied to four computer-generated hypothetical tests, two of which contained no biased items and two of which contained a few biased items. The tests were generated to match specifications of a latent trait model. Angoff's method compared item difficulty estimates for two different…

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 briefly discusses the use of item sampling for student evaluation in a summative evaluation context. Its proposition is that item sampling is a means of achieving better and broader student evaluation because it leaves room for individualized evaluation. Item sampling can be implemented properly by associating it to the concept of item…

Two studies were undertaken to demonstrate the usefulness of partitioning procedures for studying test items. Achievement test items in five content areas of educational measurement were used as stimuli to be sorted by groups of students with varying levels of sophistication with the content, with the hypothesis that sorting by classes with…

Results from 188 subjects indicate that most of the items on the test conform to a Rasch latent trait model, but tend to cluster into levels consistent with a hierarchical structure of skills. (AA)

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)

Educators have a need for a procedure to generate alternate forms of tests. The reliability of alternate forms generated from a table of specifications is examined, using 78 high school remedial mathematics students as subjects. (Editor)

Argues against one-dimensional testing procedure and discusses how tests are constructed with the accent on the effects of normative testing. Presents a method by which information from student testing could be used for the improvement of teaching. (RK)

After analyzing four methods of selecting distractor items for multiple-choice tests, the authors recommend that classroom teachers use their own judgment in choosing test items. (Ed.)

The test-retest reliability of one single dichotomous item is discussed. Various indices are derived for summarizing the stability of a dichotomy, based on the concept of Platonic true scores. Both open-ended and multiple choice items are considered. (Author/JKS)

The interaction of subjects with test items is investigated. It is suggested that psychometricians rely too heavily on inferences about the nature of the interaction. An approach to data analysis is proposed which is more directly related to this interaction. (JKS)

A large sample of students completed Form A of the Eysenck Personality Inventory, and four subgroups were later asked to simulate extraversion, introversion, neuroticism or stability. It was found that subjects could simulate these four personalities successfully. The changes in individual item responses were correlated with the items' factor…

There appears to be no research on the suitability of different item types for stimulating informative classroom interactions. This research attempts to compare test items at different levels in Bloom's Taxonomy to see if they facilitate exchange of information. (Author/RK)