A debate concerning specific issues and the general usefulness of the Rasch latent trait test model is continued. Methods of estimation, necessary sample size, and the applicability of the model are discussed. (JKS)

Statements made in a previous article of this journal concerning the Rasch latent trait test model are questioned. Methods of estimation, necessary sample sizes, several formuli, and the general usefulness of the Rasch model are discussed. (JKS)

The setting of standards involves subjective value judgments. The inherent arbitrariness of specific standards has been severely criticized by Glass. His antagonists agree that standard setting is a judgmental task but they have pointed out that arbitrariness in the positive sense of serious judgmental decisions is unavoidable. Further, small…

Rules, procedures, and algorithms intended to aid researchers and practitioners in the application of generalizability theory to a broad range of measurement problems are presented. Two examples of measurement research are G studies, which examine the dependability of some general measurement procedure; and D studies, which provide the data for…

With the increasing globalization of human resources practices, a commensurate increase in demand has occurred for multi-language ("global") personality norms for use in selection and development efforts. The combination of data from multiple translations of a personality assessment into a single norm engenders error from multiple sources. This…

Effect sizes have been increasingly emphasized in research as more researchers have recognized that: (1) all parametric analyses (t-tests, analyses of variance, etc.) are correlational; (2) effect sizes have played an important role in meta-analytic work; and (3) statistical significance testing is limited in its capacity to inform scientific…

The National Assessment of Educational Progress (NAEP) currently tests seventeen-year-old students enrolled in public and private secondary schools, but it does not test "out-of-school" seventeen-year-olds who have either graduated or dropped out. Estimating that one of five seventeen-year-olds is out of school, the interpretability of…

Linear and equipercentile equating conversions were developed for two forms of the Graduate Record Examinations (GRE) quantitative test and the verbal-plus-quantitative test. From a very large sample of students taking the GRE in October 1981, subpopulations were selected with respect to race, sex, field of study, and level of performance (defined…

Data from Project Talent are utilized to assess the representativeness of the samples used in the Wisconsin and the Exploration in Equality of Opportunity (EEO) surveys. Adequacy of the measures of academic aptitude and aspiration used in the surveys are examined, and problems with the Wisconsin model are briefly discussed. (RM)

Three approaches to the construction of achievement tests are compared: construct, operational, and empirical. The construct approach is based upon classical test theory and measures an abstract representation of the instructional objectives. The operational approach specifies instructional intent through instructional objectives, facet design,…