Participants in achievement tests or psychometric scales can be naturally divided into various sub-groups such as gender, race, social economic status, school district, etc. In order to make meaningful comparison between groups, each item in the test/scale should measure the same underlying construct for participants came from different groups.…

This article is an overview of the National Assessment of Education Quality (NAEQ) of China in reading, mathematics, sciences, arts, physical education, and moral education at Grades 4 and 8. After a review of the background and history of NAEQ, we present the assessment framework with students' holistic development at the core and the design for…

International large-scale assessments of student achievement such as International Association for the Evaluation of Educational Achievement's Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study and Organization for Economic Cooperation and Development's Program for International…

An item sampling model for achievement testing with items scored in an arbitrary number of categories is investigated. (Author)

Assesses conditional states of item mastery found among items from different item domains and the effectiveness of various procedures for identifying such conditional relations. Item domains considered were from the curriculum area of multiplication of whole numbers, and were defined by a domain referenced testing system. (Author/RC)

This pamphlet describes the exciting potential of item banking--a new approach to testing which combines both comparability of scores with flexibility of test format. Item banks are collections of items where the characteristics of each item is known and these characteristics can be summated to described a test made from such items. The principle…

This paper briefly discusses the use of item sampling for student evaluation in a summative evaluation context. Its proposition is that item sampling is a means of achieving better and broader student evaluation because it leaves room for individualized evaluation. Item sampling can be implemented properly by associating it to the concept of item…

The net effect of the conditions under which tests are taken was empirically investigated using the scores obtained by high school students on an English and a mathematics test. (Author/BB)

This study involving 352 students was designed to verify empirically the a priori use of multiple matrix sampling procedures in an elementary school using a nationally normed, commercizlly published achievement test. The study focused on effect of changes in item context, effect of previous exposure to items, and relative effectiveness of multiple…

Research performed pursuant to a grant from the Charles F. Kettering Foundation.

In this paper, a proposal is made by which a content validity coefficient can be calculated. An example of the use of the coefficient is given, demonstrating that different question combinations in a CSE biology examination in which a choice of questions was given gave different levels of content validity. (Author)

A comparison was made between four different scoring procedures for the 45-item Reading Comprehension subtest, Level I, of the Comprehensive Test of Basic Skills, Form S, for a sample of 1,000 third grade students. These students were selected to have been among those who omitted from 3 to 22 of the 45 items. Another representative sample of 1,300…

Achievement tests which are specifically linked to an instructional program and have been developed in relation to an objectives base and/or to an item generation rule are considered, as well as student response data. Three types of studies are outlined and the kind of procedures thought useful illustrated. As various methods for examining…