ACT reporting categories and ACT Readiness Ranges are new features added to the ACT score reports starting in fall 2016. For each reporting category, the number correct score, the maximum points possible, the percent correct, and the ACT Readiness Range, along with an indicator of whether the reporting category score falls within the Readiness…

Some aspects of test reliability are discussed. Topics covered are: (1) how high should a reliability coefficient be?; (2) two factors affecting the interpretation of reliability coefficients--range of talent and interval between testings; (3) some common misconceptions--reliability of speed tests, part vs. total reliability, reliability for what…

Study based on F. M. Lord's arguments in 1957 and 1959 that tests of the same length do have the same standard error of measurement. (CB)

Seventeen statistics for measuring the reliability of criterion-referenced tests were critically reviewed. The review was organized into two sections: (1) a discussion of preliminary considerations to provide a foundation for choosing the appropriate category of "reliability" (threshold loss function, squared-error loss-function, or…

A procedure for estimating the reliability of a factorially complex composite is considered. An application of its use with Scholastic Aptitude Test data is provided. (Author/JKS)

Samples in research on individual and group differences may be selected based on whole scores which differ from the population mean. Children are diagnosed in clinical practice with a whole score. These procedures produce regression to the population mean which can affect accuracy and adequacy of part score interpretations. (Author/DWH)

Measurement terms used in Title I evaluation are contained in this glossary. Several types of measurement techniques are identified and defined. Other measurement terms which are defined include those relating to validity, reliability, statistical analysis, test interpretation, and program effectiveness. (DWH)

The procedure of estimating true scores by means of a transformation of the obtained score based on the reliability coefficient is compared with the use of the obtained score without transformation. Using the mean squared error as a criterion, the transformed score is a better estimate for most examinees but poorer for those whose true scores lie…

Some basic statistical concepts relevant to the teacher--mean scores, standard deviation, normal and skewed distributions, z scores, item analysis, standard error of measurement, reliability--and their use by the teacher are explained. (RM)

It is shown that empirical mental test P - P plots are approximately equal to theoretical item-item curves, at least for long tests administered to many people. This result is important because it leads to (1) a distribution free method for estimating points on item-item curves; (2) a general method for defining estimates of item parameters; and…

In this comment a recent attempt by Samuel A. Livingston to develop a theory of reliability for criterion-referenced measures is critiqued. For Livingston's rejoinder see TM 500 560. (Authors/MB)

Investigates the general factor and uniqueness characteristics of the individual tests of the Woodcock-Johnson Test of Cognitive Ability-Revised (WJTCA-R). Only 2 of the 19 WJTCA-R tests examined had low general factor loadings, while 2 had low uniqueness. All other tests had medium or high uniqueness. Discusses implications for clinical…

Achievement tests which are specifically linked to an instructional program and have been developed in relation to an objectives base and/or to an item generation rule are considered, as well as student response data. Three types of studies are outlined and the kind of procedures thought useful illustrated. As various methods for examining…