This paper provides a history of ETS's role in developing assessment instruments and psychometric procedures for measuring change in large-scale national assessments funded by the Longitudinal Studies branch of the National Center for Education Statistics. It documents the innovations developed during more than 30 years of working with…

Several techniques exist to automatically put together a test meeting a number of specifications. In an item bank, the items are stored with their characteristics. A test is constructed by selecting a set of items that fulfills the specifications set by the test assembler. Test assembly problems are often formulated in terms of a model consisting…

The basic steps and procedures in the development of criterion referenced tests (CRT), as well as the issues and problems associated with these activities are discussed. In the first section of the paper, the discussions focus upon the purpose and defining characteristics of CRTs, item construction and selection, improving item quality, content…

This study was patterned after a previous study by Skaggs and Lissitz (1992) in which inconsistency of differential item functioning (DIF) was reported across test administrations. They suggested multidimensionality of test data as one possible reason for inconsistency. Therefore, in this study, DIF indices which were developed recently with a…

Attainment tests in English and mathematics were administered to a total sample of 2,011/15-year old students. The English test consisted of a composition and a test battery of objective items. Marking of the composition was made by the test designer on a rapid first-impression reading. The objective test battery consisted of a comprehension test,…

The Delaware Student Testing Program (DSTP) is a mandated statewide assessment program that targets four core content areas. English language arts, including reading and writing, and mathematics are given to students in grades 3, 5, 8, and 10; science and social studies are given to students in grades 4, 6, 8, and 11. The DSTP reading and…

The experiment described in this bulletin is the result of a previous study of experimental examinations in mathematics (Bulletin No. 2). A basic multifacet test was constructed with 21 mathematical situations in arithmetic, algebra, and geometry and presented in three separate forms: Type 1 Traditional; 2 multi-choice (with four choices); and 3…

An experimental examination was conducted using a multiple-choice test for the purpose of constructing an examination in mathematics. Some 1,125 secondary school students from various school districts were chosen as candidates. The test consisted of twenty mathematical situations requiring five true or false answers for each test item. No time…

This manual documents the technical aspects of the Massachusetts Comprehensive Assessment System (MCAS). In May 1999, Massachusetts public school students in grades 4, 8, and 10 participated in the second annual administration of the MCAS tests in English Language Arts, Mathematics, and Science & Technology. This report provides information…

The Connecticut Mastery Test was designed to assess specific skill levels of students by measuring performance on various learning objectives that students can be expected to master. The grade 4 Connecticut Mastery Test, given for the first time in the fall of 1985, provides information which can be used to improve instruction and the basic skills…

The "Education Evaluation and Remedial Assistance" section 10-14n of the Connecticut General Statutes, requires that the State Board of Education administer an annual statewide proficiency examination in basic reading, language arts, and mathematic skills to all ninth-grade students. This report describes the development of the test and…

Under the California Assembly Bill 665 of 1972, the state assessment program must test all students in grades 1, 2, 3, 6, and 12 in reading skills, and those in grades 6 and 12 to assess their skills in effectiveness of written expression, spelling, and mathematics. The state may develop its own tests, and a matrix sampling approach may be used…

The accountability testing programs of many states have begun to make extensive use of constructed-response questions and to report test results in terms of percentages of students at various proficiency or performance levels. This paper describes the step-by-step procedures for two standard-setting methods recently used for the New Hampshire…

The Wisconsin Department of Public Instruction has contracted with the Wisconsin Center for Education Research to develop and field test performance assessments in mathematics, language arts, and science. Together with a Wisconsin-developed knowledge and concepts test, the new performance assessments will provide important information about the…

The Delaware Student Testing Program ties student achievement to the state's content standards that define the knowledge and skills Delaware students need to succeed beyond high school. This report presents information to help parents interpret their children's scores on the tests, which are given in grades 3, 5, 8, and 10. Section 1 introduces…