Best linear prediction (BLP) and penalized best linear prediction (PBLP) are techniques for combining sources of information to produce task scores, section scores, and composite test scores. The report examines issues to consider in operational implementation of BLP and PBLP in testing programs administered by ETS [Educational Testing Service].

A statistical model is proposed that describes the determination of an educational outcome variable as a nonlinear function of explanatory variables defined at different levels of a survey data hierarchy, such as students and classes. The theoretical and practical derivation of the model is discussed, and an example is given. (Author/BW)

False positive and false negative error rates were studied for competency testing when failing examinees are permitted to retake the test. Formulas are provided for the beta-binomial and Rasch models. Estimates based on these models are compared for six data sets from the South Carolina Basic Skills Assessment Program. (SLD)

The National Board of Medical Examiners uses the Rasch model to calibrate test items, maintain item banks, equate scores, and monitor the consistency of examiner item response patterns. The model is also being used in the study of patient management problems examinations, standard-setting, and computer-based examinations. (Author/BS)

It is suggested that some of the technology applied to state Scholastic Aptitude Test scores to measure states' educational performance (particularly use of a truncated Gaussian model) may make it possible to adjust National Assessment of Educational Progress (NAEP) scores to make inferences about state educational progress possible. (SLD)

Two attempts to adjust state mean Scholastic Aptitude Test (SAT) scores for differential participation rates are examined. Both attempts are rejected, and five rules for performing adjustments are outlined to foster follow-up checks on untested assumptions. National Assessment of Educational Progress state data are determined to be more accurate.…

A procedure is described for estimating the reliability and conditional standard errors of measurement of scale scores incorporating the discrete transformation of raw scores to scale scores. The method is illustrated using a strong true score model, and practical applications are described. (SLD)

Results from the Maryland School Performance Assessment Program for 5,392 elementary school students and from the Comprehensive Tests of Basic Skills (multiple choice) for a national sample are used to explore local item independence (LID) of test items. Some strategies are suggested for measuring LID in performance assessments. (SLD)

The 63 items on skills in acquiring and using information from written documents contained in the Survey of Young Adult Literacy in the 1985 National Assessment of Educational Progress are analyzed. The analyses are based on a qualitative cognitive model and an item-response theory model. (TJH)

The utility of the biomedical model of adjusted statistics is demonstrated. The model is recommended for use by educational researchers to randomize subjects for a more accurate estimate of school programs' success or failure when compared across classrooms or other units. (Author/MH)