This study investigates the relationships among factor correlations, inter-item correlations, and the reliability estimates of subscores, providing a guideline with respect to psychometric properties of useful subscores. In addition, it compares subscore estimation methods with respect to reliability and distinctness. The subscore estimation…

In educational testing, subscores may be provided based on a portion of the items from a larger test. One consideration in evaluation of such subscores is their ability to predict a criterion score. Two limitations on prediction exist. The first, which is well known, is that the coefficient of determination for linear prediction of the criterion…

For (0, 1) scored multiple-choice tests, a formula giving test reliability as a function of the number of item options is derived, assuming the "knowledge or random guessing model," the parallelism of the new and old tests (apart from the guessing probability), and the assumptions of classical test theory. It is shown that the formula is a more…

Multilinear formula scoring (MFS) is reviewed, with emphasis on estimating option characteristic curves (OCSs). MFS was used to estimate OCSs for the arithmetic reasoning subtest of the Armed Services Vocational Aptitude Battery for 2,978 examinees. A second analysis obtained OCSs for simulated data. The use of MFS is discussed. (SLD)

Binomial models for domain-referenced testing are compared, emphasizing the assumptions underlying the beta-binomial model. Advantages and disadvantages are discussed. A proposed item sampling model is presented which takes the effect of guessing into account. (Author/CM)

Under the assumptions of classical measurement theory and the condition of normality, a formula is derived for the reliability of composite scores. The formula represents an extension of the Spearman-Brown formula to the case of truncated data. (Author/JAZ)

Four methods are outlined for estimating or approximating from a single test administration the standard error of measurement of number-right test score at specified ability levels or cutting scores. The methods are illustrated and compared on one set of real test data. (Author)

In mastery testing a linear relationship between an optimal passing score and test length is presented with a new optimization criterion. The usual indifference zone approach, a binomial error model, decision errors, and corrections for guessing are discussed. Related results in sequential testing and the latent class approach are included. (CM)

During 1969 the International Association for the Evaluation of Educational Achievement began a series of cross-cultural studies to investigate the workings of multiple-choice achievement tests and student guessing behaviors. Empirical models to correct for guessing are discussed in terms of test item difficulty, number of response choices,…

Reports the results of several test-reliability experiments which compared a modified confidence weighted-admissible probability measurement (MCW-APM) with conventional forced choice or binary type (R-W) test scoring methods. Psychometric properties using G theory and conventional correlational methods are examined, and their implications for…

Reviews the literature on subgroup norming in testing and examines several types of score-adjustment methods. The authors discuss social and policy perspectives as well as the scientific and theoretical underpinnings of score adjustment. (GLR)