Since it was formalized by Kane, the argument-based approach to validation has been promoted as the preferred method for validating interpretations and uses of test scores. Because validation is discussed in terms of arguments, and arguments are both interactive and social, the present review systematically examines the scholarly arguments which…

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…

The measurement community needs to better understand how to interact with the media to effectively disseminate important findings from educational testing efforts. To this end, the current paper will review media coverage of educational testing and related issues and elaborate on areas of concern and opportunities for improved communication…

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…

Percentile scores appear to be the easiest standardized test scores for parents to understand. Yet in this true-false test, Hills reveals commonly held misconceptions about percentile score reports. (LC)

The computer assisted testing (CAT) program at Florida State University's Assessment Resource Center is described. Three measurement issues (test quality, confidence in mastery decisions, and maintenance of test validity) and two instructional design issues (quality of instructional objectives and extended feedback following testing) important for…

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)

The scales of the National Assessment of Educational Progress (NAEP), as constructed, do not yield meaningful criterion-referenced interpretations. Poorly defined NAEP goals and the present knowledge base do not allow the measurement of what examinees can and cannot do. Inappropriate interpretations of NAEP data are discussed, with specific…

Results of a 1987 report indicating that elementary students of all states were above the national average are assessed. Issues addressed include teaching for standardized tests, the effect of teaching on national norms, and alternatives available to protect the integrity of instruction and the validity of normed test scores. (TJH)

Item parameter estimates derived through item response theory methods have been considered relatively robust to changes in item position and context, but the anomaly in reading scores from the 1986 National Assessment of Educational Progress (NAEP) illustrates problems with common population equating procedures when there are test form changes.…

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)

In 1987, a survey report by J. Cannell was published criticizing state reports based on national standardized testing of elementary school students that indicated that all 50 states were above the national average. This phenomenon--known as the "Lake Wobegon Effect"--is analyzed. Technical problems with the study are considered. (TJH)

Describes the procedures by which Kentucky's state assessment program synthesized results from three standard setting procedures (Contrasting Groups, Bookmark, and Jaeger-Mills) for the 2000 state assessment. Shows the value of using multiple standard-setting approaches to gather information from each. (SLD)