Administrative problems such as computer malfunction and power outage occasionally lead to missing item scores, and hence to incomplete data, on credentialing tests such as the United States Medical Licensing examination. Feinberg compared four approaches for reporting pass-fail decisions to the examinees with incomplete data on credentialing…

Test equating requires collecting data to link the scores from different forms of a test. Problems arise when equating samples are not equivalent and the test forms to be linked share no common items by which to measure or adjust for the group nonequivalence. Using data from five operational test forms, we created five pairs of research forms for…

In test-centered standard-setting methods, borderline performance can be represented by many different profiles of strengths and weaknesses. As a result, asking panelists to estimate item or test performance for a hypothetical group study of borderline examinees, or a typical borderline examinee, may be an extremely difficult task and one that can…

Standard setting is arguably one of the most subjective techniques in test development and psychometrics. The decisions when scores are compared to standards, however, are arguably the most consequential outcomes of testing. Providing licensure to practice in a profession has high stake consequences for the public. Denying graduation or forcing…

Making causal inferences from a quasi-experiment is difficult. Sensitivity analysis approaches to address hidden selection bias thus have gained popularity. This study serves as an introduction to a simple but practical form of sensitivity analysis using Monte Carlo simulation procedures. We examine estimated treatment effects for a school-based…

Traditional methods for examining differential item functioning (DIF) in polytomously scored test items yield a single item-level index of DIF and thus provide no information concerning which score levels are implicated in the DIF effect. To address this limitation of DIF methodology, the framework of differential step functioning (DSF) has…

This paper discusses standard error of measurement (SEM), the amount of variation or spread in the measurement errors for a test, and gives information needed to interpret test scores using SEMs. SEMs at various score levels should be used in calculating score bands rather than a single SEM value. (SLD)

The author addresses issues raised by Burket (TM 510 174) about the Iowa Test of Basic Skills scaling procedures. Further reasons for his criticism of Thurstone scale scores and item response theory scale scores for elementary school achievement tests are given. (BS)

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.…

Two major problems related to the identification of learning disabilities with individually administered achievement tests are discussed: (1) the appropriateness of standard versus developmental scores for determining the severity of discrepancy; and (2) the limitations of existing developmental score scales. Characteristics of the developmental…

The documented decline in test scores of the 1960s and 1970s and the unclear picture since then result from educational and noneducational factors. Aspects of the misuse of test scores are (1) simplistic interpretation of performance trends; (2) unsupported evaluations of schooling; and (3) a reductionist view of education. (SLD)

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)

The first of a series of quizzes on types of derived scores concerns interpreting grade-equivalent (GE) scores. The true-false items require a response about whether the stated interpretation of the GE score is sound. An answer key explains specific scoring methods. (CM)

This reply to William A. Mehrens argues that although some psychometricians are reluctant to endorse the use of test data for educational decision making, it is desirable that measurement specialists provide decision makers with practical, understandable ways to use test data. (JAZ)

A Friends for Education (FFE) survey revealed that no state is below the norm at the elementary school level on six nationally normed commercially available achievement tests. Tests use a norm group from the past for comparison, but FFE suspects that inaccurate initial norms and teaching the test may cause high scores. (SLD)