A procedure to detect differential item functioning (DIF) is introduced that is suitable for tests with a cutoff score. DIF is assessed on a limited closed interval of thetas in which a cutoff score falls. How this approach affects the identification of DIF items is demonstrated with real data sets. (SLD)

Simplified formulas are proposed for computing the standard errors of equipercentile equating for continuous and discrete test scores. These formulas are easily extended to more complicated equating designs. Results from a study of 719 subjects taking an English test indicated that the formulas work reasonably well for moderate-size samples. (SLD)

A classification scheme is presented for procedures to detect differential item functioning (DIF) for dichotomously scored items that is applicable to new DIF procedures for polytomously scored items. A formal development of a polytomous version of a dichotomous DIF technique is presented. (SLD)

A new item-fit index is proposed that is both a descriptive measure of deviance of single items and an index for statistical inference. This index is based on assumptions of the dichotomous and polytomous Rasch models for items with ordered categories. A simulation study is described. (SLD)

Analysis of a sample of 100 pupil scripts from a British Assessment of Performance Unit survey suggests that ability to read and interpret graphical data should not be seen as an independent process skill. Instead, hidden cognitive demands of assessment items require integrated understanding based on a sophisticated procedural model. (SK)

Analysis of the 1991 Law School Admission Test (LSAT) shows that the testlet structure of the reading comprehension and analytic reasoning sections has a significant effect on the statistical characteristics of the test. The testlet-based reliability of these two sections is lower than had been previously calculated. (SLD)

The use of confirmatory factor analysis by the LISREL program is demonstrated as an assumption-testing method when computing reliability coefficients under different model assumptions. Results indicate that reliability estimates are robust against departure from the assumption of parallelism of test items. (SLD)

Discusses effects of test question order on student performance. Addresses (1) differences in the distribution of scores on each form of the examination; (2) effects on the validity of individual examination items; and (3) effects on the reliability of the examination instrument. Concludes that distribution of examination scores may be influenced…

Reviewed is the research of Dr. Phyllis Rosser and the comments made by several speakers at a hearing on gender bias in testing held in October 1989. Discussed are historical perspectives, the gender gap in testing, and possible explanations for this gap. Sample test items are provided. (CW)

One hundred seventh and tenth grade tests across several content areas were examined for the presence of six types of test-wiseness cues. Approximately 75 percent of teacher-made and publisher-provided tests contained one or more cued items. The most frequent type of cue was length of option, followed by specific determiners. (Author/JDD)

Four global memory models were evaluated in 3 recognition memory experiments with 30 college students. Experiments provide receiver operating characteristic (ROC) curves. Data give a clear idea of the behavior of signal and noise distributions in recognition memory. Ways in which results support revision of current models are discussed. (SLD)

Rasch model total-fit statistics and between-item fit statistics were compared for their ability to detect measurement disturbances through the use of simulated data. Results indicate that the between-fit statistic appears more sensitive to systematic measurement disturbances and the total-fit statistic is more sensitive to random measurement…

A probabilistic parallelogram model (the PARELLA model) is presented for the measurement of latent traits by proximity items. This unidimensional model assumes that the responses of persons to items result from proximity relations. The model is illustrated in an analysis of three empirical datasets from previous studies. (SLD)

Discusses the link between testing and the content of instruction and proposes a method for generating large numbers of objective-relevant test items for instructional programs in high schools, higher education, and training situations. Higher level thinking outcomes are discussed, item sets are described, and generic scenarios and questioning are…

The College Entrance Examination Board has not permitted calculator use on the Scholastic Aptitude Test because of unresolved concerns about equity, implications for test content, and logistical and security issues. Those issues no longer seem insurmountable, and significant changes are being introduced on many tests. (MSE)