A new book of standards for quality of tests has been published in Spanish, filling a gap on this field. The book includes 64 standards, comments, a companion questionnaire for self-evaluation and a planning schedule; with those tools a non-expert may understand the standards, and easily follow some procedures to design or to improve a test. The…

Guidelines developed specifically for cases in which objectively scored written tests are to be used are described. When objective cognitive tests are properly built and used, they can serve four educationally important functions. These tests provide the instructor information on what a student can and cannot do. The instructor needs this…

Compares methods of scoring multiple-choice tests and discusses right-number scoring, guessing, and omitted items. Test instructions and answer changing are addressed, and attempts to weight test items are reviewed. It is concluded that, since innovations in test scoring are not well-established, the number right method is most appropriate. (RAO)

The purpose of this bulletin is to help the teacher derive the full value from the classroom test as an important educational tool. Principles of good test construction are explained and illustrated. Concrete examples of good procedure and poor procedure are offered. A checklist is presented of the salient points to keep in mind when preparing a…

The feasibility and efficacy of using self-report response methods with an In-Basket exercise were evaluated in two studies involving 258 managers and 55 college students, respectively. Results suggest that high face validity of the In-Basket exercise can be combined with the scoring ease and objectivity of self-reports. (SLD)

This "toolbox" offers suggestions about how and when to create objective tests. Such tests are sometimes a quick way to find out how students are doing, and sometimes they help students focus on what they are doing in class or help teachers define the content that is worth knowing. The following suggestions are offered for developing objective…

The first of three sequels to the booklet "Student Assessment," this booklet begins by describing and providing examples of four different forms that objective questions can take: (1) conventional multiple choice questions; (2) true/false questions; (3) assertion/reason items; and (4) matching items. Guidance is offered on how to decide which type…

Investigates the reliability and validity of scores yielded from a new scoring formula. (Author/DEP)

True-false achievement test items written by typical classroom teachers show about two-thirds of the discrimination of their multiple-choice test items. This is about what should be expected in view of the higher probability of chance success on the true-false items. However, at least half again as many true-false items as multiple-choice items…

Intercorrelations among multiple true-false items were examined to determine to what extent each choice can be treated as independent. Results from 157 health science and 170 medical students indicated that correlations between options from the same stem were larger than those from different stems. Methods for computing reliability estimates were…

The Multi-Digit (MDT) testing procedure is a computer-scored testing innovation conceptualized in 1982. It is fully compatible with multiple choice and true/false tests well suited for the testing of discreet terms and concepts such as in fill-in-the-blank examinations. The student reads the question and selects the appropriate response from an…

Notes that essay responses allow students to display the broadest range of cognitive skills. Considers ways of improving essay exams and claims that evaluating essay questions necessitates maintaining the author's anonymity, predetermining the method of awarding points, and scoring papers in a random order. (MM)

READING AND WRITING SKILLS CAN BE TESTED OBJECTIVELY WITHOUT USING TRADITIONAL TRANSLATION TESTS. WHEN READING FRENCH, STUDENTS NEED TO RECOGNIZE WORDS IN BOTH UNINFLECTED AND INFLECTED FORMS TO ATTACH MEANING TO WORDS IN CONTEXT, AND TO REACT TO THE MEANING IMPLICATIONS OF FRENCH SENTENCE STRUCTURE. WHEN WRITING FRENCH, THEY NEED TO PRODUCE…

Describes an objective test used as the comprehensive examination in a graduate library school and discusses its advantages over essay tests. The topics covered include test construction, the use of item analysis for scoring and test revision, and student reactions to the objective test. (1 reference) (CLB)

Clues in the answers given to the Spanish Advanced Placement Examination questions can identify the test-taker as having learned the language in the classroom or as a native speaker. The Educational Testing Service has found mechanisms to ensure that the tests are equally suited to the two groups. (MSE)