Possible distortions in standardized test scores due to guessing, particularly in inner-city situations, are examined. A procedure is presented for estimating true knowledge levels from test scores. Results show scores are overstatements of subject mastery which means many programs are being planned and evaluated using inaccurate data. (Author/DWH)

Reports preliminary findings of a study which used a modified Admissible Probability Measurement (APM) test scoring system in the design of computer based instructional management systems. The use of APM for curriculum analysis is discussed, as well as its value in enhancing individualized learning. (Author/LRW)

This study examined multiple choice testing for formative and summative evaluation among sixth-grade inner-city students (N=568) who were assessed simultaneously, with forced choice and information based (confidence weighted) test scoring formats. Results are discussed, with emphasis on implications for teacher evaluation of low-achieving…

The admissable probability measurement (APM) format was used to score a criterion referenced language arts test administered in an inner city junior high school. Its 30 items covered capitalization, punctuation, parts of speech, and sentence analysis. With APM, students indicate their confidence in their answer choice, and guessing is heavily…