Eye-tracking technology can create a record of the location and duration of visual fixations as a test-taker reads test questions. Although the cognitive process the test-taker is using cannot be directly observed, eye-tracking data can support inferences about these unobserved cognitive processes. This type of information has the potential to…

Large-scale standardized tests are regularly used to measure student achievement overall and for student subgroups. These uses assume tests provide comparable measures of outcomes across student subgroups, but prior research suggests score comparisons across gender groups may be complicated by the type of test items used. This paper presents…

This article describes an ongoing project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low-scoring students based on patterns of mistakes,…

Results support the contention that a Guttman-weighted objective test can have psychometric properties that are superior to those of its unweighted counterpart, as long as omissions do not exist or are assigned a value equal to the mean of the k item alternative weights. (Author/BJG)

An alternative to the conventional right-wrong scoring method used on multiple-choice tests was presented. In the experiment, the examinee continued to respond to a multiple-choice item until feedback signified a correct answer. Findings showed that experimental scores were more reliable but less valid than inferred conventional scores.…

The purposes of the study were to develop a measure of overconfidence on probabilistic tests, to assess the measurement characteristics of such a measure, and to investigate the relationship of overconfidence on tests to knowledge and to risk-taking propensity. (Author/BB)

The expected reliability of a multiple choice test is maximized by the use of three alternative items. (Author)

For the principles studied here, poor item-writing practices serve to obscure (or attentuate) differences between good and poor students. (Authors)

Discusses a reading test using chunked" items -- groups of meaningfully related words in which certain groups are changed in meaning from the original passage. (Author)

The purpose of this paper was to provide an empirical test of the hypothesis that elimination scores are more reliable and valid than classical corrected-for-guessing scores or weighted-choice scores. The evidence presented supports the hypothesized superiority of elimination scoring. (Author)

The purpose of this study was to gather empirical evidence to compare the reliabilities and concurrent validities of multiple choice and true-false tests that were written to measure understandings and relationships in the same content areas. (Author)

The present study suggests that although the reliability of an academic aptitude test given under formula-score condition can be increased substantially through empirical option weighting, much of the increase is due to the capitalization of the keying procedure on omitting tendencies which are reliable but not valid. (Author)

The relative efficacy of content-appropriate, orally administered true/false and multiple-choice testing was examined with retarded adolescents. Both approaches demonstrated utility and psychometric adequacy. Implications regarding test development for retarded students are briefly discussed. (Author)

Investigates the reliability and validity of scores yielded from a new scoring formula. (Author/DEP)