Item correlations performed between student ratings of instruction in various situations clearly indicate that student ratings are consistent across time, but that this consistency is related to specific educational settings and conditions as well as instructor idiosyncracies. (RC)

The author compares traditional test items with modified versions of the same test items for the purpose of making test questions more pertinent to the realities of daily life. (RK)

The use of the standard deviation of item ratings as a criterion of scale anchor selection is criticized. An alternative criterion based on item intercorrelation procedures is suggested and tested. Results indicate that the alternative criterion does not lead to the negative outcomes of the standard deviation criterion. (Author/JKS)

Describes the development, objectives, content, and evaluation of a unique, 60-minute, synchronized slide/tape program on prehospital burn care for emergency medical technicians; and presents a design for valid content-reference formative evaluation. (Author/VT)

Through reference to the "Edmonton Grade 111 Achievement Study: 1956-1977 Comparisons" this research attempts to dispel the uncertainty associated with current curricular validity of old tests. Examines five standardized tests used in the Edmonton Study, which were first given in 1956 and designed to measure basic skills. (Author/RK)

Employed the Personal Health Survey (PHS) to study patterns of symptomology related to physical and mental health in a population of 730 Ss, which consisted of five groups: felons, hospitalized alcoholics, unmarried mothers, college students and institutionalized schizophrenics. (Editor)

Several important implications in latent trait theory, with implications for individualized or tailored testing, are pointed out. A way of using the information function in tailored testing in connection with the standard error estimation of the ability level using maximum likelihood estimation is suggested. (Author/JKS)

The answer-until-correct (AUC) procedure requires that examinees respond to a multi-choice item until they answer it correctly. Using a modified version of Horst's model for examinee behavior, this paper compares the effect of guessing on item reliability for the AUC procedure and the zero-one scoring procedure. (Author/CTM)

The Bem Sex Role Inventory item selection strategy was reexamined, using Bem's anchored rating scale and instructions. The results replicated Bem's for 18 masculine and 19 feminine items and suggest that the failure to replicate reported by Edwards and Ashworth (TM 503 531) resulted from differences in the anchored rating scale and instructions.…

The DELPHI procedure requires respondents to reply to several questionnaire iterations with subsequent rounds containing previous round feedback. This study investigated the methodology (response rates, effects of feedback) and offered evidence that large-scale DELPHI surveys are not as advantageous as has previously been indicated. Suggestions…

An attempt was made to replicate the selection of items for the Bem Sex Role Inventory (BSRI). The BSRI item-selection criterion was met by only two items. For a considerable number of other items, differences between mean desirability ratings were in a direction opposite to that predicted. (Author/CTM)

A debate concerning specific issues and the general usefulness of the Rasch latent trait test model is continued. Methods of estimation, necessary sample size, and the applicability of the model are discussed. (JKS)

Attempts to explain the basis for criticisms of comparative education and to demonstrate some valuable progress toward meeting them. Describes the efforts of the I.E.A. project to compare educational achievement in different countries. (Author/RK)

Examines the historical growth of modern comparative education, its leadership, its problems of identity, and the particular difficulties it faces in research on matters of school practices and programs. (Author/RK)

Item-test correlations are compared to item test-retest correlations as measures for selecting items in test construction. The author concludes that the item test-retest method is superior for item analysis which aims at getting shorter tests while maintaining test stability. (Author/JKS)