Serial Evaluation Activities (SEAs) are series' of focused evaluational studies, each dealing with a well-defined "component unit" within a complex project. Strategies for enhancing timeliness in SEAs include a comprehensive conceptual framework, a permanent institutional setting, a prearranged sample plan, utilization of item banks, and…

Robitaille and O'Shea used the Rasch model in developing a set of 40-item mathematics achievement tests. The Rasch model is inappropriate for such a purpose; their article presents the model in a too favorable light and continued application of the model encourages less desirable educational practice and misdirects scarce resources. (BRR)

While there is much enthusiasm about the potential of microcomputers in test development and item banking, testing specialists have no interest in actually purchasing a turnkey test construction system. Focusing development efforts on providing methods to assist test directors, rather than external systems which replace institutionalized…

The author critiques the objective measurement movement, particularly the Rasch model, as misguided and overly simplistic. (SJL)

A response, by Carlson, to the National Commission on Excellence in Education's report proposes establishment of an independent agency. This entity, in conjunction with the National Assessment of Educational Progress, would define common content domains, develop calibrated normed item banks, and develop content referenced reporting systems. (DWH)

Reviews criticisms of the use of drill and practice programs in educational computing and describes potentials for its use in instruction. Topics discussed include guidelines for developing computer-based drill and practice; scripted training courseware; item format design; item bank design; and a performance-responsive algorithm for item…

The testlet, a bundle of test items, alleviates some problems associated with computerized adaptive testing: context effects, lack of robustness, and item difficulty ordering. While testlets may be linear or hierarchical, the most useful ones are four-level hierarchical units, containing 15 items and partitioning examinees into 16 classes. (GDC)

The purpose of this paper is to describe some of the current changes in test development that are taking place because of the availability and capabilities of computers, especially microcomputers. Item banking and test assembly are discussed, and a comprehensive testing system is described. (BW)

The symposium, "Taming the Rasch Tiger: Using Item Response Theory in Practical Educational Measurement," was organized to deemphasize the technical complexities of item response theory (IRT) and to show the audience how IRT can be used in practical educational measurement. Four papers from the symposium are summarized and comments are…

Item banking offers psychometric efficiency and user flexibility when compared with standardized testing. This article discusses the theories, procedures, and potential of item banks for improving educational measurement. (BS)

This paper looks at using descriptions of subject matter content to assist in the development and interpretation of student performance on the National Assessment of Educational Progress (NAEP). These descriptions of content, called achievement level descriptions (ALDs), were initially conceptualized as exemplary statements of the knowledge and…

The constructive use of microcomputers in the development of tests requires thoughtful attention to the questions addressed in this paper: What is the purpose for testing? How can a microcomputer help? Which microcomputer system is best? What pitfalls should be avoided? (BW)

Use and validity of externally-produced comprehensive examinations as instruments for promotion and as mechanisms for evaluating curriculum is discussed. Pros and cons of this single route to licensure and effects on student ethics are discussed. A national test bank is proposed as an alternative. (Author/MSE)

Advantages and disadvantages of a test item analysis method for producing item banks are discussed with respect to different teaching methods, curriculum, and the examination system. (MP)

An ideal system of the National Assessment of Educational Progress (NAEP), from the local school district perspective, must follow several principles based on the 1985 Standards for Educational and Psychological Testing: (1) Testing must be viewed by teachers and students as worthwhile. (2) Test results must be presented in a timely and useful…