This study investigated the convergent and discriminant validity of the high-stakes Florida Comprehensive Assessment Test (FCAT) in both reading and writing at grade levels 4, 8, and 10. The data from the 2006 FCAT administration were analyzed via traditional multitrait-multimethod (MTMM) analysis to identify the factor structure and structural…

The test, written for secondary school science students, consists of two parts. Part One contains 34 multiple-choice questions aimed at determining the students understanding of science processes. Part Two presents a problem which requires students (1) to plot data on a graph, (2) observe the data and offer a possible explanation for what is…

A student achievement test concerning the "Wonderful You" ITV series for the second grade is presented. Explicit directions are given. The test consists of 25 multiple-choice and yes-no questions. (For related documents, see TM 002 621-633, 635.) (KM)

A student achievement test for the "Patterns" ITV series for the sixth grade on mathematics is presented. The test consists of 18 multiple-choice items. (For related documents, see TM 002 621-634.) (KM)

Eighteen studies of the effects of changing initial answers to objective test items are reviewed. While students throughout the total test score range tended to gain more points than they lost, higher scoring students gain more than did lower scoring students. Suggestions for further research are made. (Author/JKS)

Presents 20 multiple-choice and true-or-false questions that can be used to test for basic knowledge of BIOSIS Previews, a large online life sciences database. (MES)

The author discusses writing items for a multiple-choice test. Topics include (1) formatting, (2) central theme development, (3) stem revision, (4) distractors, and (5) test validity and reliability. (CH)

In this study, three structural characteristics--stem format, inclusive versus specific distracters, and stem orientation--were selected for experimental manipulation, while the number of alternatives, the number of correct answers, and the order of items were experimentally controlled. (Author)

A necessary and sufficient condition for a perfectly homogeneous test in the sense of Loevinger is stated and proved. Using this result, a formula for computing the maximum possible KR-20 when the test variance is assumed fixed is presented. A new index of test homogeneity is also presented and discussed. (Author/BW)

The magnitude of statistical bias for the phi-coefficient was investigated, using computer simulated examinations in which all the students had equal knowledge. Several modifications of phi were tested, but when applied to real examinations, none succeeded in improving its reproducibility when items are re-used on equivalent student groups.…

On a multiple-choice test in which each item has k alternative responses, the test taker is permitted to choose any subset which he believes contains the one correct answer. A scoring system is devised. (Author/CTM)