This study investigated the application of multidimensional item response theory (IRT) models to validate test structure and dimensionality. Multiple content areas or domains within a single subject often exist in large-scale achievement tests. Such areas or domains may cause multidimensionality or local item dependence, which both violate the…

Web-based standard setting holds promise for reducing the travel and logistical inconveniences of traditional, face-to-face standard setting meetings. However, because there are few published reports of setting standards via remote meeting technology, little is known about the practical potential of the approach, including technical feasibility of…

This study was designed to address two frequent criticisms of the SAT essay--that essay length is the best predictor of scores, and that there is an advantage in using more "sophisticated" examples as opposed to personal experience. The study was based on 2,820 essays from the first three administrations of the new SAT. Each essay was…

The five papers in this special issue of the "Journal of Applied Testing Technology" address fundamental issues of validity when tests are modified or accommodations are provided to English Language Learners (ELL) or students with disabilities. Three papers employed differential item functioning (DIF) and factor analysis and found the…

This study examines the appropriateness of a large-scale state standards-based English-Language Arts (ELA) assessment for students who are deaf or hard of hearing by comparing the internal test structures for these students to students without disabilities. The Grade 4 and 8 ELA assessments were analyzed via a series of parcel-level exploratory…