Lagged dependent variables (LDVs) are often used as predictors in ordinary least squares (OLS) models in the social sciences. Although several estimators are commonly employed, little is known about their relative merits in the presence of classical measurement error and different longitudinal processes. We assess the performance of four commonly…

The training of teachers is one of the most critical factors in improving the quality of teaching and assessment in the classroom. EFL teachers need to be literate in language assessment; this can be achieved through training. A total of 147 Junior High School EFL teachers was surveyed to identify their training needs in assessmen. Semi-structured…

This guide is designed to assist States, agencies, and/or facilities who work with youth who are neglected, delinquent, or at-risk (N or D). The information in the guide will benefit those who are (a) interested in implementing pre-posttests, (b) in the process of identifying an appropriate pre-posttest, or (c) ready to evaluate current testing…

Assessments used for both clinical practice and research should show evidence of validity and reliability for the target group of people. It is easy to agree with this statement, but it is not always easy to choose the right assessment for the right purpose. Recently there have been increasing numbers of studies which investigate further the…

Three areas of concern related to test bias and validity should be considered during the revision of the Standards for Educational and Psychological Tests. The first area concerns the sources and consequences of test bias. Five sources of bias have been identified: numerical bias, role bias, status bias, stereotypic bias, and familiarity bias. The…

Ten item discrimination indices, across a variety of item analysis situations, were compared, based on the validities of tests constructed by using each of the indices to select 40 items from a 100-item pool. Item score data were generated by a computer program and included a simulation of guessing. (Author/CTM)

The suggestion that multiple-choice items can be converted to true-false items without essentially changing what the item measures and with possible improvement in efficiency is investigated. Each of the 90 four-choice items in a natural science test was rewritten into a pair of true-false items, one true, one false. The resulting 180 items were…

This paper presents guidelines for valid and effective test preparation and presentation. Working on the assumption that teacher secrecy about tests and the subsequent student test-fear are pointless and harmful, this paper outlines some tools for test preparation, such as pretests, teacher file cards as to items covered in class and clearly…

Item-test correlations are compared to item test-retest correlations as measures for selecting items in test construction. The author concludes that the item test-retest method is superior for item analysis which aims at getting shorter tests while maintaining test stability. (Author/JKS)

Four conceptually different variables in reading: (1) knowledge gained (new information), (2) amount comprehended (degree of understanding), (3) reading aptitude (differences between individuals), and (4) reading improvement (within individual changes as a result of treatment) are discussed. Existing measures of reading comprehension are evaluated…

This document is the third volume in a set of five Career Education Measurement Handbooks intended to help local education personnel in measurement and evaluation. Divided into seven major sections, this handbook is designed to provide practical guidelines for improving career education instruments developed at the local level. It is primarily…

A list of 11 important characteristics of interest inventories is presented. Comparisons between interest inventories are difficult to make, and those responsible for making choices between inventories must be well-informed about the entire system. Therefore, the points are discussed in the order that a system is developed--from the item pool,…

Evaluation of the final examination should be part of the course evaluation and should include student perceptions of the exam's nature and the questions' quality. The final examination experience of two groups of undergraduate and graduate students are considered. (MSE)

Underlying concepts and current issues in communicative testing are described, and several promising approaches to developing communicative tests are outlined. It is suggested that appropriate testing is likely to have dramatic effects on the format and content of foreign language curricula and on student motivation because of increased relevance.…

Standards for evaluating criterion-referenced tests are presented. Twenty-one standards, grouped in three categories, are discussed. Category one is defined as measurement properties and is comprised of conceptual validity, including description of the domain, test item agreement with objectives, and item representativeness of the objectives; and…