In this digital ITEMS module, Dr. Sue Lottridge, Amy Burkhardt, and Dr. Michelle Boyer provide an overview of automated scoring. Automated scoring is the use of computer algorithms to score unconstrained open-ended test items by mimicking human scoring. The use of automated scoring is increasing in educational assessment programs because it allows…

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…

The scoring process is critical in the validation of tests that rely on constructed responses. Documenting that readers carry out the scoring in ways consistent with the construct and measurement goals is an important aspect of score validity. In this article, rater cognition is approached as a source of support for a validity argument for scores…

A summary of the writing assessment programs reviewed in this journal is presented. The problems inherent in the programs are outlined. A coordinated research program on major problems in writing assessment is proposed as being beneficial and cost-effective. (DWH)

This commentary discusses three essential themes in performance assessment and its scoring. First, scores should mean something. Second, performance scores should permit fair and meaningful comparisons. Third, validity-reducing errors should be minimal. Increased attention to performance assessment may overcome these problems. (SLD)

The author argues that scoring, reporting, and deriving final grades can be considerably assisted by using a computer. He also contends that the savings in time and the computer database formed will allow instructors to determine test quality and reflect on the quality of instruction. (BW)

Literature related to the multiple true-false (MTF) item format is reviewed. Each answer cluster of a MTF item may have several true items and the correctness of each is judged independently. MTF tests appear efficient and reliable, although they are a bit harder than multiple choice items for examinees. (SLD)

This paper discusses how to maintain the integrity of national nomative information for achievement tests when the test that is administered has been customized to satisfy local needs and is not a test that has been nationally normed. Alternative procedures for item selection and calibration are examined. (Author/LMO)