Effects of item difficulty sequencing on performance and on post state anxiety were investigated using a timed mathematics aptitude test. The subjects were randomly assigned to a random, easy-to-hard, or hard-to-easy difficulty sequence group. The hard-to-easy sequence group performance was significantly lower than either the random or…

Although there are fundamental differences in the objectives of the two activities, the programing of instructional materials bears many similarities to the construction of tests. A systematic comparison of the problems and procedures reveals important implications for programing from the older field of testing. Theory and experience in test…

In order to verify that a test made of items selected from a pool produces the same Rasch scaled achievement scores as would be predicted from previous Rasch difficulty calibrations for those items, the following experiment was conducted. Seven math tests with similar content but graduated difficulty were administered to students in grade seven.…

Illustrates a multivariate approach to item analysis. Previous formulation is extended by investigating techniques simultaneously taking into account scale variance with the goal of reducing the average correlation between scales. Study examines problems in determining optimum values for combinations of item parameters selected for personality…

Describes the main features of computer-managed classes in psychology, statistics, and anthropology and the methodology that makes the computer-management possible. (Author/IRT)

Article discussed possible approaches to the question of how to design and accurately assess the construct validity of self-concept instruments. (Author/RK)

When the logistic function is substituted for the normal, Thurstone's Case V specialization of the law of comparative judgment for paired comparison responses gives an identical equation for the estimation of item scale values, as does the Rasch formulation for direct responses. Comparisons are made. (Author/CTM)

Three formulae developed to correct item-total correlations for spuriousness were evaluated. Relationships among corrected, uncorrected, and item-remainder correlations were determined by computing sets of mean, minimum, and maximum deviation coefficients and Spearman rank correlations for nine test lengths. (Author/JKS)

A generalization of the Rasch model is employed to quantify statements on a scale in the Thurstone tradition, as well as to measure a person's attitudes in the Likert tradition. An illustration of the technique is provided. (JKS)

The grade on a question of an answer-until-correct test is a function of the number of responses needed to find the correct response. This note considers how to assign credit for the number of responses needed to find the correct response. (Author/MP)

Elements that contribute to the construction of effective teacher-developed tests are noted, and practical suggestions for test construction are made. (MJB)

The use of matrix sampling to overcome the impracticality of the pair comparison method for obtaining scale values is empirically tested. Results indicate that matrix sampling is useful in such applications. (Author/JKS)

In a series of exploratory studies to develop instruments for measuring field dependence in young children, 312 Japanese middle class children, ages 5 to 6, served as Ss. (Author)

This article presents a non-mathematical introduction to latent trait test models and some of their features. Latent trait models are compared to classical test models. Two promising applications of latent trait models and available computer programs are discussed. (Author/JKS)

This article explains the Rasch model for sample-free item analysis and test-free person measurement. It shows how to estimate model parameters from data and how to evaluate the statistical fit of these estimates to the data. Attention is paid to practical considerations. (Author/JKS)