This paper describes and compares procedures for estimating the reliability of proficiency tests that are scored with latent structure models. Results suggest that the predictive estimate is the most accurate of the procedures. (Author/BW)

The analysis of variance model for estimating reliability in norm referenced tests is extended to criterion referenced tests. The essential modification is that the criterion or cut-off score is substituted for the population mean. An example and discussion are presented. (JKS)

The validity of five methods of estimating the reliability of criterion-referenced tests was evaluated across nine conditions of variability among item means. The results were analyzed by analysis of variance, the Newman-Keuls test, and a nonparametric procedure. There was a tendency for all of the methods to be conservative. (Author/JKS)

Rajaratnam, Cronbach and Gleser's generalizability formula for stratified-parallel tests and Raju's coefficient beta are generalized to estimate the reliability of a composite of criterion-referenced tests, where the parts have different cutting scores. (Author/GK)

For some situations the beta-binomial distribution might be used to describe the marginal distribution of test scores for a particular population of examinees. Several different methods of approximating the maximum likelihood estimate were investigated, and it was found that the Newton-Raphson method should be used when it yields admissable…

Spanish speaking first graders were administered the Artes de Lenguage (ADL)--a Spanish, criterion-referenced, language arts test. Reliability analyses indicated the adequacy of three of the four subscales (Phonetic Analysis, Vocabulary Development, Comprehension Skills, and General Skills). A principal factors analysis of the intercorrelation…

The presently viewed role and utility of measures of instructional sensitivity are summarized. A case is made that the rationale for the assessment of instructional sensitivity can be applied to all achievement tests and should not be restricted to criterion-referenced mastery tests. (Author/BW)

This study compared the reliability and validity indexes of randomly parallel tests administered under inclusion, exclusion, and correction for guessing directions, using 54 graduate students. It also compared the criterion-referenced grading decisions based on the different scoring methods. (TJH)

The standard growth expectations for various levels and categories of the Quarterly Profile Examination were reported in this study as an approach to assessing edumetric validity. The results demonstrated the usefulness of computing standard growth expectations for tests used in the measurement of within-individual growth. (Author/JKS)