Discusses advantages and limitations of online exams, describes available software tools for creating computer-based tests (CGI, JavaScript, commercial programs, course authoring tools), and offers suggestions for implementation. (JOW)

Discusses the use of the nonparametric item response theory (IRT) Mokken models of monotone homogeneity and double monotonicity and the parametric Rasch and Verhelst models for the analysis of binary test data. Concludes that the simultaneous use of several IRT models for practical data analysis provides more insight into the structure of tests…

Studied three stratification designs for computerized adaptive testing in conjunction with three well-developed content balancing methods. Simulation study results show substantial differences in item overlap rate and pool utilization among different methods. Recommends an optimal combination of stratification design and content balancing method.…

Three attachment style scales were developed. The factor structure of the attachment style construct was supported through exploratory factor analysis of attachment style scores from 1,181 and 545 recent college graduates. Additional evidence for score validity is presented, based on a measure of the Big Five personality traits. (SLD)

Presents a latent variable representation for multiple-choice items and option characteristic curves, and proposes a criterion for distractors based on distractor selection ratios. Results allow for testing the criterion from observable data without specifying a parametric form for the characteristic curves. (Author/SLD)

For measurement of multiple traits, this paper proposes assembling tests based on the targets for the variance functions of the estimators of each of the traits. A linear programming model is presented to computerize the assembly process. An example of test assembly from a two-dimensional item pool is provided. (SLD)

Demonstrates mathematically that if every item in an item pool has an equal possibility to be selected from the pool in a fixed-length computerized adaptive test, the number of overlapping items among an alpha randomly sampled examinees follows the hypergeometric distribution family for alpha greater than or equal to 1. (SLD)

Developed pilot instrument to examine differences between adolescents who have attempted suicide and others. An 86-item questionnaire was administered to 25 suicide attempters and 57 nonsuicide attempters. Found significant differences for each of 3 domains (family environment, social environment, self-perceptions) and for 55 questions. Used…

Identifies critical variables that underlie young adults' performance on document literacy tasks from the National Assessment of Educational Progress's Young Adult Literacy study. Argues that the variables identified and document grammar developed could help improve the usability of documents, assist readers in understanding documents, and develop…

This article focuses on common errors associated with true-false, matching, completion, and essay questions as presented in textbook test manuals. Teachers should be able to select and/or adapt test questions which would be applicable to the content of their courses and which meet minimal standards for test construction. (JD)

This paper reviews the role of the item in test construction, and suggests some new methods of item analysis. A look at dynamic, graphical item analysis is provided that uses the advantages of modern, high-speed, highly interactive computing. Several illustrations are provided. (Author/TJH)

Explains Subkoviak's method for estimating alternate-form reliability from one administration of a criterion-referenced test and describes computer program that handles tests for large number of examinees and allows application of Subkoviak's technique. Concludes that program is superior to other methods since user can directly check…

Discusses the evaluation of a teacher's craft knowledge, or wisdom of teaching. Uses case studies from a national board certification assessment to illustrate the problems of test design and validation. (FMW)

A competency exam can help determine whether a training program has been effective only if it can pass the test of content validity. Seven steps for ensuring validity are developing learning objectives, outlining content, establishing format, constructing test items, evaluating validity, administering the exam, and analyzing results. (JOW)

Reviews the literature that focuses on common sources of bias related to the test-generation process, discusses implications of this literature for the business school faculty, and suggests future empirical studies in the areas that pertain to the resolution of these issues. (Author)