Much previously published material for estimating the reliability of classification has been based on the assumption that a test consists of a known number of equally weighted items. The test score is the number of those items answered correctly. These methods cannot be used with classifications based on weighted composite scores, especially if…

Summarizes a reanalysis of the data from an investigation of a test designed to measure a learning sequence in geometry based on the work of van Hiele (1986). Discusses the test based on the Rasch model. (YP)

Studies carried out over a 12-year period addressed fundamental questions on the use of Rasch-based item banks. Large field tests administered in grades 3-8 of reading, mathematics, and science items, as well as standardized test results were used to explore the possible effects of many factors on item calibrations. In general, the results…

This study tests several explanations for discrepant results in an earlier study (Cook et al., 1985) which presented a partial pre-calibration method for equating new editions of the Scholastic Aptitude Test (SAT) to the same scale as older editions. In contrast to full pre-calibration, which seeks to equate all items from two or more editions,…

Test item selection techniques based on traditional item analysis methods were compared to techniques based on item response theory. The consistency of mastery classifications in criterion referenced reading tests was examined. Pretest and posttest data were available for 945 first and second grade students and for 1796 fourth to sixth grade…

This paper focuses on the questions which arise as test practitioners monitor score scales derived from latent trait theory. Large scale assessment programs are dynamic and constantly challenge the assumptions and limits of latent trait models. Even though testing programs evolve, test scores must remain reliable indicators of progress.…