An heuristic method for constructing affective tests emphasizes a set of key questions which are used to define an affective construct, decide on a measurement procedure, and develop a framework on which to base items. Affective tests should be based upon prior specifications of constructs, and then manipulated empirically. (Author/MV)

In October, 1976, a new type of question was introduced into the Victorian HSC German test: A listening comprehension question with multiple-choice answers has replaced the written reproduction question. Results of a computer analysis of the answers given in the exam are reported. (SW)

A set of guidelines for planning and establishing a certification testing program is presented. The guidelines are organized into three components: (1) content specification; (2) item development; and (3) test design. A mythical new certification testing program, called the Tennis Players' Certification Testing Program, is used to illustrate the…

A study examined whether students beginning a cell biology course with prior knowledge of its three areas (genetics, histology, and biochemistry) would retain that advantage throughout the course and whether achievement was influenced by the order of questions in a test. (MSE)

Responses to a sample test were simulated for examinees under free-response and multiple-choice formats. Test score sets were correlated with randomly generated sets of unit-normal measures. The extent of superiority of free response tests was sufficiently small so that other considerations might justifiably dictate format choice. (Author/DWH)

Examination of 99 mathematics teachers' ratings of item difficulty indicated that the ratings were influenced by the teachers' attitudes and characteristics and their interpretation of the skills measured by the items. Teachers who rated items as relatively easy tended to favor tougher standards, grade students in relation to other students, and…

Investigates the relationship between analogical reasoning and academic learning. Results show that efforts to improve academic achievement through training in analogical thinking are based on the correct assumption that analogical thinking can be trained and that various methods of training are effective in this regard. (MS)

Presents three examination questions, graded in difficulty, that explore the topic of potential energy surfaces using a diagrammatic approach. Provides and discusses acceptable solutions including diagrams. (CW)

The validity of the Canadian Tests of Basic Skills is examined from the perspective that several of its subtests are highly speeded. Results show that there is very little relationship between the number of items attempted and the number correct and suggest that guessing is involved when more items are attempted. (Author/JAZ)

Critics have occasionally asserted that the number of factors in the 16PF tests is too large. This study discusses factor-analytic methodology and reviews more than 50 studies in the field. It concludes that the number of important primaries encapsulated in the series is no fewer than the stated number. (Author/JAZ)

Results from the 1979 Minnesota Computer Literacy Assessment show that eighth- and eleventh-grade females perform better than males in some specific areas of programing, i.e., those that involve problem analysis and algorithmic application where the problems are expressed verbally rather than mathematically. (Author/LRW)

This article discusses the validity issue in teacher-made tests. Seventh-grade students' comments about their responses to a test designed to illustrate faulty items suggests students are quite proficient in using secondary clues to figure out correct answers. Teacher comments suggest teachers are unaware they provide such clues. (Author/JAZ)

A test score can be used for individual instructional diagnosis after determining whether: (1) difficulty of the test items was consistent with the complexity of the content measured; (2) items measuring the same underlying process were about equally difficult; and (3) partial credit scoring would increase the reliability of the diagnosis. (LMO)

Configural frequency analysis (CFA) is suggested as a technique for longitudinal research in developmental psychology. Stability and change in answers to multiple choice and yes-no item patterns obtained with repeated measurements are identified by CFA and illustrated by developmental analysis of an item from Gorham's Proverb Test. (Author/DWH)

Presents a validation procedure for the Computer Literacy Examination: Cognitive Aspect, a test assessing high school students' computer literacy levels. Steps in the test's construction process are explained, data collected during its validation phase are analyzed, and conclusions on its validity and reliability are discussed. The final test…