A model is presented in which a test score is influenced by three factors: (1) the test itself, including the nature of the item tryout samples, the nature of the standardization group, the item scaling model and methods, the manner of item subset generation, logical strategies in test building, the format of questions, the test appearance, item…

This paper reviews the differences between two interpretations accounting for the poor test performance of high anxious students: (1) that anxiety interferes with retrieval of prior learning; or (2) that, due to study skills deficits, the initial acquisition by anxious students is less thorough than by those lower in anxiety. Research results…

An important problem in psychological test theory is the development of a sound method for determining whether a test which purports to measure the level of a certain ability is, in reality, significantly contaminated by one or more other abilities displayed by persons taking the test. Because of the large number of private and governmental…

The problems with traditional testing, particularly as they relate to minorities, are discussed; and psychological tests designed specifically for Blacks are reviewed. Considered are general problems, problems with testing at the higher education level and for employment, and moral and legal implications of the testing controversy. The rationale…

Four essential dimensions of a performance test are detailed: directness of test method, type of criterion, standardization of conditions, and objectivity of scoring. For simplicity these factors are described as if each were dichotomous, when in actuality each is a continuum; a test method may be more or less direct, conditions more or less…

Examined two assumptions about the dimensionality of Rotters' Internal-External (I-E) scale: First, the bipolarity of the two statements within each item pair; second, the unidimensionality of the overall construct. Both assumptions regarding Rotters' I-E Scale were found untenable. (Author/BJG)

The equating of scores on alternate forms of different achievement tests through the use of the three-parameter latent trait model, item-response theory (IRT) equating, was compared with the results of score equatings based on conventional linear and curvilinear equating models. Ten equatings were completed for pairs of alternate forms of the…

The purposes of this paper are five-fold to discuss: (1) when item response theory (IRT) equating methods should provide better results than traditional methods; (2) which IRT model, the three-parameter logistic or the one-parameter logistic (Rasch), is the most reasonable to use; (3) what unique contributions IRT methods can offer the equating…

The paper considers problems in current assessment and evaluation practices with learning disabled students and discusses forces for change. Among the weaknesses noted are inadequate conceptual and definitional frameworks, practitioner bias, and technical inadequacies of currently used norm referenced tests. The authors outline three factors…

In studying the effectiveness of different instructional practices or programs, it is possible that an outcome measure may be biased in favor of a particular practice or program because the overlap between the test and one program is greater than for the other(s). Two basic approaches for dealing with the overlap issue are reviewed. The first…

This study is an a priori demonstration of the applicability of multiple matrix sampling techniques to the practical research problem of parameter estimation. Three tests were administered to two separate but parallel populations, with one receiving item samples and the other receiving full tests. Special efforts were made to minimize the context…

This paper reports on the administration of the Preschool Attainment Record (PAR), which is used to estimate developmental levels in children from 6 months to 8 years of age. The PAR was given to 17 5-year-old disadvantaged boys and girls of average intelligence. To reduce the tendency of evaluators to inflate scores, the test was administered by…

Since at least 1897, educational researchers have reported, with great frequency, "no significant differences" with respect to studies investigating the effects on educational outcomes of various treatments, suggesting that many educational variables are relatively impotent. A possible reason for at least many of the no-difference findings may lie…

Researchers have long been aware that "pretest sensitization" is a potential threat to the external validity of experimental studies. Only recently, however, has it been suggested that "posttest sensitization" might also limit the generalizability of results. This latter phenomenon would exist to the extent that the effects of…

A self-study manual for students on coping with test-taking anxiety is presented along with a commentary by its author. The manual is designed for use in conjunction with videotapes and practice of anxiety management techniques in a computer-guided practice test-taking session. The manual is part of a program designed to provide a regularly…