When rating performance assessments, raters may ascribe different scores for the same performance when rubric application does not align with the intended application of the scoring criteria. Given performance assessment score interpretation assumes raters apply rubrics as rubric developers intended, misalignment between raters' scoring processes…

The answer-until-correct (AUC) method of multiple-choice (MC) testing involves test respondents making selections until the keyed answer is identified. Despite attendant benefits that include improved learning, broad student adoption, and facile administration of partial credit, the use of AUC methods for classroom testing has been extremely…

Although reliability of subscale scores may be suspect, subscale scores are the most common type of diagnostic information included in student score reports. This research compared methods for augmenting the reliability of subscale scores for an 8th-grade mathematics assessment. Yen's Objective Performance Index, Wainer et al.'s augmented scores,…

When raters assign different scores to a performance task, a method for resolving rating differences is required to report a single score to the examinee. Recent studies indicate that decisions about examinees, such as pass/fail decisions, differ across resolution methods. Previous studies also investigated the interrater reliability of…

The scores on 2 distinct tests (e.g., essay and objective) are often combined to create a composite score, which is used to make decisions. The validity of the observed composite can sometimes be evaluated relative to an external criterion. However, in cases where no criterion is available, the observed composite has generally been evaluated in…

Differential item functioning (DIF) analyses are used to identify items that operate differently between two groups, after controlling for ability. The Simultaneous Item Bias Test (SIBTEST) is a popular DIF detection method that matches examinees on a true score estimate of ability. However in some testing situations, like test translation and…

Ten states participated in a cross-state scoring workshop in 1991, evaluating writing from elementary school, middle school, and high school students. Correlation of scores assigned by readers from one state with those from readers from another state were generally quite high. Implications for defining common standards are discussed. (SLD)

Using portfolios in assessing literacy is explored, considering student portfolios and the teacher's class portfolio. Portfolio assessment is a valuable complement to externally mandated tests, but technical issues must be addressed if the portfolio movement is to survive. Portfolios must be linked to the broader task of instructional improvement.…