Test-takers, policymakers, teachers, and institutions are increasingly demanding that testing programs provide more detailed feedback regarding test performance. As a result, there has been a growing interest in the reporting of subscores that potentially provide such detailed feedback. Haberman developed a method based on classical test theory…

Professional standards for educational testing recommend that both the overall standard error of measurement and the conditional standard error of measurement (CSEM) be computed on the score scale used to report scores to examinees. Several methods have been developed to compute scale score CSEMs. This paper compares three methods, based on…

Diagnostic scores are of increasing interest in educational testing due to their potential remedial and instructional benefit. Naturally, the number of educational tests that report diagnostic scores is on the rise, as are the number of research publications on such scores. This article provides a critical evaluation of diagnostic score reporting…

In the arena of educational testing, accessibility refers to the degree to which students are given the opportunity to participate in and engage a test. Accessibility theory is a model for examining the interactions between the test-taker and the test itself and defining how they may decrease some students' access to the test event, ultimately…

In educational testing, subscores may be provided based on a portion of the items from a larger test. One consideration in evaluation of such subscores is their ability to predict a criterion score. Two limitations on prediction exist. The first, which is well known, is that the coefficient of determination for linear prediction of the criterion…

The history of generalizability theory (G theory) is told from the perspective of one researcher's experiences, describing psychometric and scientific perspectives that influenced the development of G theory and its adoption. Work that remains to be done in the field is outlined. (SLD)

Classical test theory is founded on the proposition that measurement error, a random latent variable, is a component of the observed score random variable. This article traces the history of the development of classical test theory, beginning in the early 20th century. (SLD)

Value-added models in education research allow researchers to explore how a wide variety of policies and measured school inputs affect the academic performance of students. Researchers typically quantify the impacts of such interventions in terms of "effect sizes", i.e., the estimated effect of a one standard deviation change in the…

Claims that standards-based tests neither measure skills and knowledge accurately nor help educators do a better instructional job. The article offers suggestions in four areas to make the tests contribute to improved instruction: measurement of content standards; descriptions of standards; standard-by-standard reporting; and locally administered…

The procedures used in Phase I of the Individually Guided Education (IGE) evaluation to scale, adjust, and aggregate reading and mathematics achievement in grade 5 are described. An explanation is included of the administration procedures. The tests used (The Short Form Test of Academic Aptitude and the Comprehensive Tests of Basic Skills) and the…

The procedures used in Phase I of the Individually Guided Education (IGE) evaluation to scale, adjust, and aggregate reading and mathematics achievement in grade 2 are described. An explanation is included of the administration procedures. The tests used (the Comprehensive Tests of Basic Skills and the Short Form Test of Academic Aptitude) and the…

The 1976 Educational Testing Service (ETS) Invitational Conference served as a platform for individuals who have been prominent in educational measurement and research to present their views on issues surrounding the testing controversy. The 1976 ETS "The Testing Scene: Chaos and Controversy," presents a historical review of events surrounding the…