Makes the case that the arguments of F. Schmidt and J. Hunter in favor of the correction for attenuation in theory testing are based on mistaken assumptions. Outlines arguments against the routine use of correction for attenuation, focusing on the relationship between true scores and construct scores. (SLD)

B. Thompson and T. Vacha-Haase have examined the statement "the reliability of the test" with emphasis on the following three words: (1) the first "the"; (2) "test"; and (3) the second "the." This discussion focuses instead on the word "reliability." (Author)

The clarification provided by Williams and Zimmerman on the reliability of gain scores is translated into recognizable patterns of change that tend to produce reliable or unreliable gain scores. The relevance of the traditional idea of reliability to the measurement of change is also discussed. (SLD)

Yen and Burket suggested that shrinkage in vertical equating cannot be understood apart from multidimensionality. Reviews research on reliability, multidimensionality, and scale shrinkage, and explores issues of practical importance to educators. (SLD)

Reviews the most recent version of the BILOG computer program, which estimates item and trait level parameters for the one-, two-, and three-parameter logistic unidimensional Item Response Models for dichotomously scored data. Finds this version useful. (SLD)

Introduces the articles of this theme issue focusing on performance assessment methodology. Papers address: (1) merging item formats; (2) scoring models; (3) equating and linking; (4) generalizability theory; (5) standard setting methods; and (6) validity issues and methods. (SLD)

Peters (1992) reports that students in the intervention and control groups showed gains on the Orleans-Hanna test during the course of the school year (that is, from pretest to posttest). However, the test score gains of the two groups did not differ significantly. There was no evidence that the Saxon Algebra curriculum (intervention) was more or…

Factor analysis has been characterized as being at the heart of the score validation process. In virtually all applications of exploratory factor analysis, factors are rotated to better meet L. Thurstone's simple structure criteria. Two major rotation strategies are available: orthogonal and oblique. This paper reviews the numerous rotation…

The reliability of a gain is determined by the reliabilities of the components, the correlation between them, and their standard deviations. Reliability is not inherently low, but the components of gains in many investigations make low reliability likely and require caution in the use of gain scores. (SLD)

The critiques by L. Collins and L. Humphreys in this issue illustrate problems with the use of gain scores. Collins' examples show that familiar formulas for the reliability of differences do not reflect the precision of measures of change. Additional examples demonstrate flaws in the conventional approach to reliability. (SLD)

Studies of student performance on entrance examinations and in high school and college courses are reviewed, and the validity of entrance examinations is studied. Scores tend to underpredict grades of females relative to those of males in mathematics courses. Possible explanations and the reform of mathematics education are discussed. (SLD)

This commentary on articles in this special issue generally agrees with the viewpoints expressed, although it argues that in some cases the authors of these articles should have expanded on certain issues. Many comments relate to the legal defensibility of the positions taken. (SLD)

This book discusses adapting pencil-and-paper tests to computerized testing. Mention is made of models for graded responses to items and of possibilities beyond pencil-and-paper-tests, but the book is essentially about dichotomously scored test items. Contrasts between item response theory and classical test theory are described. (SLD)

Comments on the application of a proposed automated test assembly (ATA) to the problem of reducing potential performance differential among population subgroups and points out some pitfalls. Presents a rejoinder by M. Stocking and others. (SLD)

The Ability Explorer (AE) is a newly developed self-report inventory of abilities that is appropriate for group or individual administration. There are machine-scorable and hand-scorable versions of the test, and there are two levels. Level 1 is for students from junior high to high school, and Level 2 is for high school students and adults.…