Some basic facts about test construction and uses and abuses of standardized measures. (Author)

This study questions the use of a general IQ score as a basis for conclusions relating to studies of intelligence, especially with minority children. Instead, it looks at item-responses from Stanford-Binet tests. Using Guilford's Structure of Intellect Model applied to organismic responses, the authors tallied the item responses. (Author/LA)

Summarizes classifications of educational objectives, types of test items, and principles underlying the construction of tests. Indicates that a combination of essay and objective tests is preferable in the overall evaluation of a course. (CC)

The Minnesota-Briggs History Record (M-B) is a self-administered history inventory. This monograph summarizes studies of the M-B and describes the development of seven scales based upon M-B items. (Authors)

In general, faults did make the items easier, with the largest effects occurring for cue and grammar contaminations. (Authors)

Butch and Slim was written as a response to a need for a rather specialised group of items in the Reasoning sub-scale of the British Intelligence Scale. (Author)

Tremendous discrepancies between student and parent perceptions of the environment suggest that even though parents may have a reporter on the scene," their perceptions are still not congruent with those of students. (Author)

Authors examined the CFR (cognition of fugural relations) items in 166 group intelligence tests listed in the Sixth Mental Measurements Yearbook as well as 35 other tests in Educational Testing Service's test collection. (Authors/MB)

The ideal item in the criterion-referenced testing situation is the item with a nonsignificant discrimination index and a high difficulty level; items that discriminate negatively are clearly unacceptable; and items that discriminate positively usually indicate a need for revision. (Author)

Study compares the Rasch and the Guttman models of measurement and thus adds to the description of the characteristics of Rasch's logistic model. Such knowledge is of importance in making decisions as to which model and which statistics should be used in evaluations of tests. (Author/CB)

An item reversal is like the original item except that the apparent or inferred direction of meaning is changed from positive to negative or from negative to positive. The experimental subjects did not respond to the reversed items and the original items in a similar manner. (Author/DG)

One major aspect of moral judgment selected for this study is the child's flexibility toward rules. (MB)

Based on undergraduates' responses to the College Student Satisfaction Questionnaire, the findings appear to give considerable support for viewing educational quality, social life, student living and working conditions, compensation (study pressures), and perhaps recognition as important dimensions of college student satisfaction. (Author)