The implications of a mathematical model of test scores are explored where the data are limited to a random sample of items without replacement from an indefinitely large population or item domain in which items are scored either zero or one. The purpose is to obtain an unbiased estimate of a student's proportion of items correct in the item…

The measurement information generated by CRT's is designed for use in instructional management systems where classifications of pupils for treatment are to be decided on the basis of minimal data consistent with predetermined limits for the errors of misclassification. The measures obtained are content specific estimates of proficiency useful for…

A central problem for the user of domain-referenced tests in instruction is deciding who has passed and who has failed. Two procedures were presented and discussed. The first, employing classical test theory, was found to be more useful for larger domains and where the passing standard is 70 percent or less. The sampling procedure suggested by…