In common-item equating the anchor block is generally built to represent a miniature form of the total test in terms of content and statistical specifications. The statistical properties frequently reflect equal mean and spread of item difficulty. Sinharay and Holland (2007) suggested that the requirement for equal spread of difficulty may be too…

Item response theory (IRT) procedures have been used extensively to study normal latent trait distributions and have been shown to perform well; however, less is known concerning the performance of IRT with non-normal latent trait distributions. This study investigated the degree of latent trait estimation error under normal and non-normal…

In operational testing programs using item response theory (IRT), item parameter invariance is threatened when an item appears in a different location on the live test than it did when it was field tested. This study utilizes data from a large state's assessments to model change in Rasch item difficulty (RID) as a function of item position change,…

Only a small number of qualitative studies have investigated panelists' experiences during standard-setting activities or the thought processes associated with panelists' actions. This qualitative study involved an examination of the experiences of 11 panelists who participated in a prior, one-day standard-setting meeting in which either the…

This article examined two item-writing guidelines: the format of the item stem and homogeneity of the answer set. Answering the call of Haladyna, Downing, and Rodriguez (2002) for empirical tests of item writing guidelines and extending the work of Smith and Smith (1988) on differential use of item characteristics, a mock multiple-choice driver's…

The relations between Angoff ratings (minimum passing levels) and the actual "p" values for borderline examinees were studied with 115 examinees taking the Certified Financial Planner examination. Findings do not suggest that the Angoff judges' task is nearly impossible, but they do suggest the need to improve standard-setting…

Potential benefits of using item response theory in test construction are evaluated using the experience and evidence accumulated during nine years of using a three-parameter model in the development of major achievement batteries. Topics addressed include error of measurement, test equating, item bias, and item difficulty. (TJH)

The recommendation that the reliability of multiple-choice tests will be enhanced if the distribution of item difficulties is concentrated at approximately 0.50 is reinforced and extended in this article by viewing the 0/1 item scoring as a dichotomization of an underlying normally distributed ability score. (SLD)

The use of the "none-of-the-above" option (NOTA) in 20 college-level multiple-choice tests was evaluated for classes with 100 or more students. Eight academic disciplines were represented, and 295 NOTA and 724 regular test items were used. It appears that the NOTA can be compatible with good classroom measurement. (TJH)

Four simulated mathematical and verbal test forms were produced by test assembly procedures proposed in legislative bills in California and New York in 1986 to minimize differences between majority and minority scores. Item response theory analyses of data for about 22,000 black and 28,000 White high-school students were conducted. (SLD)