The rise of computer-based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multiple-choice items. In particular, very short response…

Neil Dorans has made a career of advocating for the examinee. He continues to do so in his NCME career award address, providing a thought-provoking commentary on some current trends in educational measurement that could potentially affect the integrity of test scores. Concerns expressed in the address call attention to a conundrum that faces…

Views on testing--its purpose and uses and how its data are analyzed--are related to one's perspective on test takers. Test takers can be viewed as learners, examinees, or contestants. I briefly discuss the perspective of test takers as learners. I maintain that much of psychometrics views test takers as examinees. I discuss test takers as a…

Analyzes the three major inferences involved in interpretation of performance assessments: (1) scoring of the observed performances; (2) generalization to a domain of assessment performances like those included in the assessment; and (3) extrapolation to the large performance domain of interest. Suggests ways to improve the validity of performance…

Normal Curve Equivalents (NCEs), a new score system for standardized tests, are used by school districts in reporting results to federal funding agencies. The author uses a quiz format to answer questions on the use of NCE scores. (EGS)

An instructional module is presented to promote a conceptual understanding of test form equating using traditional methods. Equating is distinguished from scaling. The equating methods described are: (1) mean; (2) linear; and (3) equipercentile. The module includes a self-test. (SLD)

Generalizability of performance-based assessment scores across raters and tasks is examined, focusing on implications of generalizability analyses for specific uses and interpretations of assessment results. Although it seems probable that assessment conditions, task characteristics, and interactions with instructional experiences affect the…

Ways to use standard-setting data to adjust cutoff scores on examinations are reviewed. Ten sources of information to be used in determining standards are listed. The decision to modify passing scores should be based on these types of information and consideration of adverse impact or rating process irregularities. (SLD)

Incidents affecting the implementation of large-scale testing programs are described to illustrate associated problems. Issues addressed include creation of test materials, preparation of answer documents, transportation of test materials, scoring and analysis of tests, and dissemination and utilization of test results. (TJH)

Possible sources of intrajudge inconsistency in standard setting are reviewed, and approaches are presented to improve the accuracy of rating. Procedures for providing judges with feedback through discussion or computerized communication are discussed. Monitoring and maintaining judges' consistency throughout the rating process are essential. (SLD)

An approach is presented to the definition of minimal competence for judges to use in standard setting. Panelists in standard setting must receive training to ensure that differences in rating result from differences in perceptions of item difficulty, not in differences of opinion about the definition of minimal competence. (SLD)

Issues concerning the selection of judges for standard setting are discussed. Determining the consistency of judges' recommendations, or their congruity with other expert recommendations, would help in selection. Enough judges must be chosen to allow estimation of recommendations by an entire population of judges. (SLD)

Training judges to generate item ratings in standard setting once the reference group has been defined is discussed. It is proposed that sensitivity to the factors that determine difficulty can be improved through training. Three criteria for determining when training is sufficient are offered. (SLD)

The extent to which performance assessments can have unintended and undesirable consequences is not yet clear, but preliminary evidence suggests several issues of bias and fairness. Among these is the sheer difficulty of scoring complex performance assessments, as Vermont's experiences with portfolio assessment illustrate. (SLD)

Approximately 900 teachers in Virginia were surveyed to assess teachers' competencies in the 7 basic assessment areas identified in the "Standards for Teacher Competence in Educational Assessment of Students." Results will be used in designing training material in assessment for inservice teacher education. (SLD)