In a study to determine whether a shift from Formula scoring to Rights scoring can be made without causing a discontinuity in the test scale, the analysis of special administrations of the Scholastic Aptitude Test and Chemistry Achievement Test and the variable section of an operational form of the Graduate Management Admission Test (GMAT) is…

Prepublication copies of an extensive test familiarization booklet were sent to a random sample of Scholastic Aptitude Test candidates. The booklet had little, if any, effect on test scores, but it did alter examinees' tendencies to omit questions and improved their confidence with various aspects of test taking. (Author/PN)

It is important to estimate the number of examinees who reached a test item, because item difficulty is defined by the number who answered correctly divided by the number who reached the item. A new method is presented and compared to the previously used definition of three categories of response to an item: (1) answered; (2) omitted--a…

Detailed item analysis results for a form of the Scholastic Aptitude Test were examined for evidence of sex differences in test speededness. The conclusions were: (1) there was no evidence of appreciable differences in rate-of-work on any section of the Scholastic Aptitude Test; (2) there was some evidence that low-scoring females on the…

The purpose of this study was to determine whether it would be possible to equate rights-scored to formula-scored tests without causing a discontinuity in the meaning of the score scale. Several other subsidiary studies--of the characteristics of the two scoring methods, of nonresponse and guessing, and of reliability and parallelism--were also…

A student may be so unlike other students that his/her aptitude test score fails to be a completely appropriate measure. We consider the problem of using the student's pattern of multiple-choice aptitude test answers to decide whether his/her score is an appropriate ability measure. (Author/CTM)

The Survey of Special Test Administrations was administered to people with disabilities concerning their responses to special testing accommodations, both for college testing and for the Scholastic Aptitude Test (SAT) and Graduate Record Examinations (GRE). The questionnaires were developed to evaluate testing accommodations for disabled people…

Some examinees' test-taking behavior may be so idiosyncratic that their scores are not comparable to the scores of more typical examinees. Appropriateness indices, which provide quantitative measures of response-pattern atypicality, can be viewed as statistics for testing a null hypothesis of normal test-taking behavior against an alternative…

The extent of inaccuracy in student coding of race on Scholastic Aptitude Test (SAT) forms and the effect of inaccurate coding and non-coding on results for the Montgomery County (Maryland) Public Schools are assessed. The County maintains a database that includes each student's race as designated by the student's parent on the school registration…

This study reexamines results reported by Angoff and Schrader regarding formula directions and rights directions for standardized tests. In that study, it was concluded that the two scoring directions were essentially equivalent. In this study, methodological concerns are discussed and additional data analyses undertaken. Among various…

Appropriateness indexes (statistical formulas) for detecting suspiciously high or low scores on aptitude tests were presented, based on a simulation of the Scholastic Aptitude Test (SAT) with 3,000 simulated scores--2,800 normal and 200 suspicious. The traditional index--marginal probability--uses a model for the normal examinee's test-taking…