Bilevel dimensionality of probability was examined via factor analysis, Rasch latent trait analysis, and classical item analysis. Results suggest that when nonstandardized measures are the criteria for achievement, relying solely on estimates of content validity may lead to erroneous interpretation of test score data. (JKS)

A study of the use of "dangerous answers" as a scoring method for certification examinations in anesthesiology concluded that selection of dangerous answers in multiple-choice tests results from lack of information rather than purposeful action, and that implementation of the scoring method is unjustified and unfairly punitive. (MSE)

Describes 10 objective item types which can be used to develop tests for social studies. Teachers need to develop and use a variety of test designs. Three questions must be answered in developing tests: "What do students need to know?"; "How should they demonstrate knowledge?"; and "How can I create items to assess the students' progress on these…

Reviews some of the characteristics of the New York state social studies testing program and describes how new questions are developed for the test. (JDH)

This paper describes a four-step approach to constructing diagnostic test profiles that provide precise but practical information on students' instructional needs. A test of pronoun use was constructed to represent 32 categories of usage defined by different combinations of five factors in a domain. (Author/LMO)

A discussion of good test criteria reviews the basic concepts of test theory, examines four types of validity, outlines the concept of reliability and its coefficients and limitations, makes suggestions for gauging test quality, and demonstrates use of the standard error of measurement for estimating the likelihood of misgrading. (MSE)

Two experiments compared the ability of learning disabled (LD) students and more typical age peers to answer such reading comprehension questions presented independently of reading passages. Results suggested a relative deficiency on the part of LD students with respect to reasoning strategies and test-taking skills. (Author/LMO)

Provides a brief, nontechnical overview of latent trait models and argues for the preferability of these models (particularly the Rasch logistic model) over classical test models. Offers an example application of the Rasch model and discusses implications for the use of latent trait models for communication educators. (AEW)

Possible stages in young children's use of the number line as an aid are described. The practice of using number lines in test items is discussed and criticized. Finally, the wider role of the number line diagrams in mathematics teaching is outlined. (MNS)

Conjunctive item response models are introduced such that: (1) sufficient statistics for latent traits are not necessarily additive in item scores; (2) items are not necessarily locally independent; and (3) existing compensatory (additive) item response models including the binomial, Rasch, logistic, and general locally independent model are…

The analytical decomposition demonstrates how the effects of item characteristics, test properties, individual examinee responses, and rounding rules combine to produce the item deletion effect on the equating/scaling function and candidate scores. The empirical portion of the report illustrates the effects of item deletion on reported score…

For the purpose of obtaining data to use in test development, multiple matrix sampling plans were compared to examinee sampling plans. Data were simulated for examinees, sampled from a population with a normal distribution of ability, responding to items selected from an item universe. (Author/LMO)

Drawing on recently developed methodology for structural equation modeling with categorical data, this article proposes a new approach for investigating the behavior of dichotomously scored test items in relation to other relevant (observed) variables. A linear structural model relates the latent ability variable to a set of observed scores.…

Explored utility of disguise in structured self-report assessment of psychopathology, using university students. Data indicated that under normal test-taking circumstances, use of disguised test items was not advantageous. This relationship was moderated by several dimensional parameters. Results supported rational strategy of test construction,…

The legislative history of legislation concerning disclosure of standardized college admissions test items is reviewed, the effect of existing laws in California and New York is outlined, and public policy and legal questions leading to and resulting from the legislation are discussed. (MSE)