The forced-choice (FC) item formats used for noncognitive tests typically develop a set of response options that measure different traits and instruct respondents to make judgments among these options in terms of their preference to control the response biases that are commonly observed in normative tests. Diagnostic classification models (DCMs)…

The Angoff standard setting method relies on content experts to review exam items and make judgments about the performance of the minimally proficient examinee. Unfortunately, at times content experts may have gaps in their understanding of specific exam content. These gaps are particularly likely to occur when the content domain is broad and/or…

When conducting item reviews, analysts evaluate an array of statistical and graphical information to assess the fit of a field test (FT) item to an item response theory model. The process can be tedious, particularly when the number of human reviews (HR) to be completed is large. Furthermore, such a process leads to decisions that are susceptible…

An analytic procedure is presented that estimates the expected benefits of personnel classification decisions for which it is assumed that the available criterion estimates are both equi-correlated and equally valid, with equal quotas for the jobs, and the equal importance of all jobs. The numerical method developed for the estimation is…

Because many applications of personnel selection and classification technology may require more than 10 assignment categories, a Monte Carlo simulation was conducted to extend the Brogden tables for estimations classifications and selection benefits from 10 to 500. The extended table would have higher utility. (SLD)

The validity of using proficiency test scores to make specific educational decisions is addressed. Ninth grade mathematics proficiency test scores were analyzed in both continuous and categorized form. The nature of the decisions to be made was examined as a factor in determining the categorization technique. (Author/PN)