To analyze test item and person interactions according to the Rasch Model, 822 incoming community college freshman were administered the New Jersey Basic Skills Placement Test. The Logical Relationships and Elementary Algebra subtests were chosen to examine the effect of differing average item difficulty on descriptions of fit statistics and on…

PRIME is a library of 44 batch-oriented computer routines: 20 major package programs, which use 12 statistical utility routines, and 12 other utility routines for input/output and data manipulation. This manual contains a general description of data preparation and coding, standard control cards, input deck arrangement, standard options, and…

Issues of concern to test developers interested in applying the Rasch model are discussed. The current state of the art, recommendations for use of the model, further needs, and controversies are described for the three stages of test construction: (1) definition of the content of the test and item writing; (2) item analysis; and (3) test…

Procedures for determining cutting scores have been proposed by Angoff and by Nedelsky. Nedelsky's approach requires that a rater examine each distractor within a test item to determine the probability of a minimally competent examinee answering correctly; whereas Angoff uses a judgment based on the whole item, rather than each of its components.…

The feasibility of generating multiple-choice test questions by transforming sentences from prose instructional materials was examined. A computer-based algorithm was used to analyze prose subject matter and to identify high-information words. Sentences containing selected words were then transformed into multiple-choice items by four writers who…

The precision and efficiency of a cognitive test constructed by three different methods of item analysis was compared, using the verbal aptitude subtest of the Florida Twelfth Grade Test. Classical item analysis, factor analysis and the Rasch logistic model were used in the construction of 15 and 30 item subtests and replicated for samples of 250,…

Detailed item analysis results for a form of the Scholastic Aptitude Test were examined for evidence of sex differences in test speededness. The conclusions were: (1) there was no evidence of appreciable differences in rate-of-work on any section of the Scholastic Aptitude Test; (2) there was some evidence that low-scoring females on the…

Test items, all referencing the same instructional objective, are not equally difficult. This investigation attempts to identify some of the determinants of item difficulty within the context of a first course in educational statistics. Computer generated variations of items were used to provide the data. The results were used to investigate the…

Based on John Rawls' theory of justice as fairness, a nine-item rating scale was developed to serve as a criterion in studies of test item bias. Two principles underlie the scale: (1) Within a defined usage, test items should not affect students so that they are unable to do as well as their abilities would indicate; and (2) within the domain of a…

State Departments of Education are turning to the use of criterion referenced, as opposed to norm referenced, models for statewide assessment. The underlying assumption in this turn of events is that results generated by criterion referenced tests within the statewide assessment context permit the drawing of value inferences about the…

The purpose of this paper is to lay a basis for and discuss the components of a system, called COMET, designed to objectively measure and evaluate the competency of trainees in military training enterprises. COMET is an acronym for "Computerized Objective Measurement and Evaluation of Trainees." These goals will be accomplished by: (a)…

This report is part of a general study of Reference Measures for Cognitive and Noncognitive Factors. The main activity being reported is the development of "factor-referenced" or "marker" tests for several recently identified cognitive factors. A secondary activity involves the study of possible relationships to factors already…

Items from Peirs-Harris and Coopersmith self-concept tests were evaluated against independent measures on three self-constructs, idealized, empathic, and worth. Construct measurements were obtained with the semantic differential and D statistic. Ratings were obtained from 381 children, grades 4-6. For each test, item ratings and construct measures…

Because there is a need to measure performance of pupils with complex concepts, the Slide Sorting Task was developed to measure performance on complex concepts of freedom, non-freedom, justice, non-justice. The development of this instrument was presented along with the results of item analyses with several groups of subjects ranging from age…

As a new program is developed, information must be collected to identify weaknesses, to guide the staff in the revision process, and to formulate decision-making procedures, i.e., formative evaluation techniques are essential. A set of criteria for the information needed in formative evaluation is set-up and a practical strategy for meeting these…