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Peer reviewedHanna, Gerald S.; Bennett, Judith A. – Educational and Psychological Measurement, 1984
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)
Descriptors: Achievement Tests, Context Effect, Criterion Referenced Tests, Mastery Tests
Peer reviewedBaldauf, Richard B., Jr. – Educational and Psychological Measurement, 1982
A Monte Carlo design examined how the effects of guessing and item dependence influence test characteristics and student scores. Although validity for cloze variants was high, multiple-choice cloze had significantly lower reliabilities than did true score equivalents. (Author/PN)
Descriptors: Cloze Procedure, Elementary Education, Guessing (Tests), Reading Comprehension
