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An, Lily Shiao; Ho, Andrew Dean; Davis, Laurie Laughlin – Educational Measurement: Issues and Practice, 2022
Technical documentation for educational tests focuses primarily on properties of individual scores at single points in time. Reliability, standard errors of measurement, item parameter estimates, fit statistics, and linking constants are standard technical features that external stakeholders use to evaluate items and individual scale scores.…
Descriptors: Documentation, Scores, Evaluation Methods, Longitudinal Studies
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Wise, Steven L. – Educational Measurement: Issues and Practice, 2017
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…
Descriptors: Guessing (Tests), Multiple Choice Tests, Test Items, Reaction Time
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Dorans, Neil J. – Educational Measurement: Issues and Practice, 2012
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…
Descriptors: Testing, Test Theory, Item Response Theory, Test Reliability
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Clauser, Brian E.; Mazor, Kathleen M. – Educational Measurement: Issues and Practice, 1998
This module prepares the reader to use statistical procedures to detect differentially functioning test items. The Mantel-Haenszel statistic, logistic regression, the SIBTEST procedure, the Standardization procedure, and various item response theory-based procedures are presented. Theoretical frameworks, strengths and weaknesses, and…
Descriptors: Item Bias, Item Response Theory, Statistical Analysis, Teaching Methods
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Millman, Jason – Educational Measurement: Issues and Practice, 1994
The unfulfilled promise of criterion-referenced measurement is that it would permit valid inferences about what a student could and could not do. To come closest to achieving all that criterion-referenced testing originally promised, tests of higher item density, with more items per amount of domain, are required. (SLD)
Descriptors: Criterion Referenced Tests, Educational History, Inferences, Norm Referenced Tests
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Wilson, Sandra Meachan; Hiscox, Michael D. – Educational Measurement: Issues and Practice, 1984
This article presents a model that can be used by local school districts for reanalyzing standardized test results to obtain a more valid assessment of local learning objectives can be used to identify strengths/weaknesses of existing programs as well as individual students. (EGS)
Descriptors: Educational Objectives, Item Analysis, Models, School Districts
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Hills, John R. – Educational Measurement: Issues and Practice, 1993
A scenario and accompanying questions and answers are posed to help educators examine possible problems in interpreting a student's test score profile. Profiles developed and used soundly are very helpful, but possible pitfalls in test interpretation must be recognized. (SLD)
Descriptors: Academic Achievement, Educational Assessment, Elementary Secondary Education, Performance
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Mehrens, William A. – Educational Measurement: Issues and Practice, 1991
Cohen and Hyman's response contains several misunderstandings of the original article by Mehrens and Kaminski. One frequently wishes to make inferences to a domain from a test, but teaching a specific performance and testing for that performance does not allow for a domain inference. (SLD)
Descriptors: Cheating, Criterion Referenced Tests, Educational Assessment, Inferences
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Armstrong, Anne-Marie – Educational Measurement: Issues and Practice, 1993
The effects of test performance of differentially written multiple-choice tests and test takers' cognitive style were studied for 47 graduate students and 35 public school and college teachers. Adhering to test-writing item guidelines resulted in mean scores basically the same for two groups of differing cognitive style. (SLD)
Descriptors: Cognitive Style, College Faculty, Comparative Testing, Graduate Students