While score comparability across test forms typically relies on common (or randomly equivalent) examinees or items, innovations in item formats, test delivery, and efforts to extend the range of score interpretation may require a special data collection before examinees or items can be used in this way--or may be incompatible with common examinee…

The use of mixed-format tests made up of multiple-choice (MC) items and constructed response (CR) items is popular in large-scale testing programs, including the National Assessment of Educational Progress (NAEP) and many district- and state-level assessments in the United States. Rater effects, or raters' scoring tendencies that result in…

In this study we examined variations of the nonequivalent groups equating design for tests containing both multiple-choice (MC) and constructed-response (CR) items to determine which design was most effective in producing equivalent scores across the two tests to be equated. Using data from a large-scale exam, this study investigated the use of…

Free response and machine-scorable versions of a test called Formulating Hypotheses were compared with respect to construct validity. Results indicate that the different forms involve different cognitive processes and measure different qualities. (Author/JKS)

This study compares the results obtained using the Angoff, borderline group, and contrasting groups methods of determining performance standards. Congruent results were obtained from the Angoff and contrasting groups methods for several test forms. Borderline group standards were not similar to standards obtained with other methods. (Author/PN)

The effect of context on the scoring of essays was examined by arranging that the scoring of the criterion essay would be preceded either by five superior essays or by five inferior essays. The contrast in essay quality had the hypothesized effect. Other effects were not significant. (CTM)

Use of latent class models to examine strategies that examinees (92 college students) use for a specific task is illustrated, via a multiple-choice test of spatial ability. Under an answer-until-correct scoring procedure, models representing an improvement over simplistic random guessing are proposed. (SLD)

Answer keys for physician and teacher licensing examinations were studied. The impact of variability on total errors of measurement was examined for answer keys constructed using the aggregate method. Results indicated that, in some cases, scorers contributed to a sizable reduction in measurement error. (Author/GDC)

The accuracy with which expert systems (ESs) score a new nonmultiple-choice free-response test item was investigated, using 734 high school students who were administered an advanced-placement computer science examination. ESs produced scores for 82 percent to 95 percent of the responses and displayed high agreement with a human reader on the…

Examinees in a regular administration of the quantitative portion of the Graduate Record Examination responded to particular items in a machine-scannable multiple-choice format. Volunteers (n=364) used a computer to answer open-ended counterparts of these items. Scores for both formats demonstrated similar correlational patterns. (SLD)