During early attempts to interpret factors represented in scores on the Gumpgookies test, an instrument designed to tap motivation to achieve in young children, the factors identified by ordinary factor-analytic techniques were found to be confounded by the subjects' response sets. This paper proposes a method for defining objectively irrelevant…

The basic assumption underlying the assessment of motor learning through mathematical analysis is that motor learning behaves exponentially when described as a function of practice time. It is assumed that motor learning will continuously taper off (minimizing errors) with increased practice and eventually approach as asympote. Although many…

When multiple-choice tests are scored in the usual manner, giving each correct answer one point, information concerning response patterns is lost. A method for utilizing this information is suggested. An example is presented and compared with two conventional methods of scoring. (Author/JKS)

Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)

The passage of the No Child Left Behind Act and subsequent regulations have challenged state education agencies (SEAs) in many ways and ensuring the appropriate inclusion of students with disabilities has been a unique challenge. The recent publication of regulations on alternate assessments with alternate achievement standards (34 CFR Part 200)…

To obtain information on current high school grading policies, additional questions were included on the College Board's High School Profile in 1997. Results of the survey provide insight into the following grading policies across high schools: a large majority of schools (91 percent) use the traditional grading system A-F, or numeric grades; 92.2…

SORTSCOR performs raw scoring of the Structured-Objective Rorschach Test (SORT) and REPORT subsequently writes a narrative report in easily readable, nonclinical language. Complete documentation is available, at cost, from the author at Quinnipiac College, Hamden, Conn. 06518. (Author/CB)

A rebuttal of Frary's 1969 article in Educational and Psychological Measurement. (MS)

Adults took the Rod and Frame, Portable Rod and Frame, and Embedded Figures Tests. Absolute and algebraic frame-effect scores were more reliable and valid than rod-effect algebraic scores. Correlations with the Embedded Figures Test were so low that the interchangeability of these field articulation measures is questionable. (Author/RD)

The Serlin-Kaiser procedure is used to complete a principal components solution for scoring weights for all options of a given item. Coefficient alpha is maximized for a given multiple choice test. (Author/GK)

On distractor-identification tests students mark as many distractors as possible on each test item. A grading scale is developed for this type testing. The score is optimal in that it yields an unbiased estimate of the student's score as if no guessing had occurred. (Author/JKS)

Techniques for obtaining time perspective data were examined. Undergraduates responded to a questionnaire containing one of three formats for reporting anticipated future life-events, varying in structure imposed on respondents. Temporal estimates of life-event occurence were coded using two procedures, both permitting a near and a far value.…

Use of choice-weighted scores as a basis for assigning grades in college courses was investigated. Reliability and validity indices offer little to recommend either type of choice-weighted scoring over number-right scoring. The potential for choice-weighted scoring to enhance the teaching/testing process is discussed. (Author/GK)