Describes the evolution of national educational assessment in the United States, its present stage of development, methodological and reporting problems, and approaches applicable to assessment data. Examines how proposed approaches can be applied in the California Assessment Program and in the National Assessment of Educational Progress. (MJL)

The suitability of the beta binomial test model for criterion referenced testing was investigated, first by considering whether underlying assumptions are realistic, and second, by examining the robustness of the model. Results suggest that the model may have practical value. (Author/RD)

The present study compared six methods, two of which utilize the content structure of items, to estimate total-test scores using 450 students and 60 items of the 110-item Stanford Mental Arithmetic Test. Three methods yielded fairly good estimates of the total-test score. (Author/RL)

This research examined 2 elements of multiple-choice test construction, balancing the key and optimal number of options. In Experiment 1 the 3 conditions included a balanced key, overrepresentation of a and b responses, and overrepresentation of c and d responses. The results showed that error-patterns were independent of the key, reflecting…

This article shows how set covering with item sampling (SCIS) methods can be used in the analysis and preanalysis of linear programming models for test assembly (LPTA). LPTA models can construct tests, fulfilling a set of constraints set by the test assembler. Sometimes, no solution to the LPTA model exists. The model is then said to be…

The Minnesota Multiphasic Personality Inventory--Adolescent (MMPI-A) and Minnesota Multiphasic Personality Inventory--2 (MMPI-2) True Response Inconsistency (TRIN) scales are measures of acquiescence and nonacquiescence included among the standard validity scales on these instruments. The goals of this study were to evaluate the effectiveness of…

A historical perspective on and substantive review of the concept of invariance are provided. Progress made toward solving measurement problems related to invariance is also assessed. Two major classes of invariant measurement are described: (1) sample-invariant item calibration; and (2) item-invariant measurement of individuals. The work of S. S.…

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)

A discussion of an efficient assignment plan for the domain-referenced testing program to govern how examinees encounter the items. (Author)

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

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…

It has been argued that item variance and test variance are not necessary characteristics for criterion-referenced tests, although they are necessary for norm-referenced tests. This position is in error because it considers sample statistics as the criteria for evaluating items and tests. Within a particular sample, an item or test may have no…

Three techniques for assessing the adequacy of correlation matrices for factor analysis were applied to four examples from the literature. The methods compared were: (1) inspection of the off diagonal elements of the anti-image covariance matrix S(to the 2nd) R(to the -1) and S(to the 2nd); (2) the Measure of Sampling Adequacy (M.S.A.), and (3)…

Pennsylvania's Educational Quality Assessment Program provides each participating school with a building level report in which state percentiles are a prominent part. Multiple matrix sampling was being considered as a technique to reduce testing time. However, there was great concern that the error associated with estimating the school mean might…

A single conceptual and theoretical framework for sampling any configuration of data from one or more population matrices is presented, integrating past designs and discussing implications for more general designs. The theory is based upon a generalization of the generalized symmetric mean approach for single matrix samples. (Author/CTM)