Automated generation and scoring of repeatable tests are a practical necessity in self-paced instruction, where the demand for repetitive testing is great. (Author)

An algorithm for item analysis in which item discrimination indices have been defined for the distractors as well as the correct answer is presented. Also, the concept of convergent and discriminant validity is applied to items instead of tests, and is discussed as an aid to item analysis. (Author/JKS)

The functions and characteristics of a CIBS are described and related to the processes and requirements of the cycle of multiple choice test development. (Author)

Presents 20 items from a 100-item multiple choice instrument developed to evaluate the characteristics of successful principals. Includes answers to the 20 items and cautions that if something is identified as important it may be emphasized too much. (MD)

Four procedures are discussed for obtaining a confidence interval when answer-until-correct scoring is used in multiple choice tests. Simulated data show that the choice of procedure depends upon sample size. (GDC)

Reports on an evaluation of answer changing on multiple choice tests. States that any change a student is inclined to make, no matter how low the confidence, was found to lead to a significant gain. Concludes that students who change answers are likely to benefit despite the widely held belief that "first impressions are best." (GEA)

Introductory psychology students were graded on four tests using multiple-choice format with explicit option (E-option) to explain their answers. Students preferred E-option format over regular multiple-choice, short answer, essay, true/false, and fill-in-the-blank formats. Use of E-option averaged less than one explanation per test over four…

Results indicate that scoring tests by the self-scoring method can result in a higher split half reliability than tests scored by the traditional right-wrong method. (Authors)

Illustrates the use of answers to free-response questions in generating distractors in equivalent multiple-choice forms by examples of high school biology questions. (AL)

The choice of a particular reading comprehension passage and testing procedure, whether in research or practice, does not allow generalization to other operational definitions of reading comprehension, suggesting serious limitations in most contemporary reading comprehension research and testing. (JD)

Describes a self-instructional practice test utilizing negative-image slides of multiple choice questions and subsequent correct answer slides to provide immediate feedback. (RAO)