Technical difficulties and other unforeseen events occasionally lead to incomplete data on educational tests, which necessitates the reporting of imputed scores to some examinees. While there exist several approaches for reporting imputed scores, there is a lack of any guidance on the reporting of the uncertainty of imputed scores. In this paper,…

This article demonstrates the use of a new class of model-free cumulative sum (CUSUM) statistics to detect person fit given the responses to a linear test. The fundamental statistic being accumulated is the likelihood ratio of two probabilities. The detection performance of this CUSUM scheme is compared to other model-free person-fit statistics…

In this study, we describe a framework for monitoring rater performance over time. We present several statistical indices to identify raters whose standards drift and explain how to use those indices operationally. To illustrate the use of the framework, we analyzed rating data from the 2002 Advanced Placement English Literature and Composition…

Although the Angoff procedure is among the most widely used standard setting procedures for tests comprising multiple-choice items, research has shown that subject matter experts have considerable difficulty accurately making the required judgments in the absence of examinee performance data. Some authors have viewed the need to provide…

In this article, we introduce a person-fit statistic called the hierarchy consistency index (HCI) to help detect misfitting item response vectors for tests developed and analyzed based on a cognitive model. The HCI ranges from -1.0 to 1.0, with values close to -1.0 indicating that students respond unexpectedly or differently from the responses…

This paper discusses the underlying structure and development of the benefit-T-score (bentee) which attempts to measure overall educational benefit. (CK)

The union and disjunction models for combining individual test marks to yield final grade distributions are outlined and examined empirically in two educational psychology classes. (Authors/CB)

The validity of the multiple-choice Sequential Tests of Educational Progress (STEP) Writing Test (1957) was tested by the University of Chicago Center for the Cooperative Study of Instruction. Seven criteria developed by the center to score essay assignments were used to determine the relationship between STEP and actual writing behavior. Of the…