This chapter introduces theory that undergirds the role of testing adaptations in assessment, provides examples of item modifications and testing accommodations, reviews research relevant to each, and introduces a new paradigm that incorporates opportunity to learn (OTL), academic enablers, testing adaptations, and inferences that can be made from…

The article "Thinking About Linking" by Newton (2010) presents a novel philosophical perspective on the way that educational assessments should be linked. Newton starts by describing the linking framework as it was characterized in various publications and identifies a cross-cultural dimension in the definitions and uses of test…

Discusses issues in reading assessment, including the concern that tests can not measure the reading process. Concludes that tests will never be more than useful indicators; calls for more research and examination of existing and new types of reading comprehension tests. (MM)

In an attempt to restore the symmetry and balance between the study of person and item variation, this paper presents a novel methodology construct specification equations, which allows one to ascertain from the lawful behavior of items what an instrument is measuring. (Author/PN)

Estimation techniques for generating the covariance matrix for two new tests and an existing test without the necessity of any examinee having to take two complete tests is presented. An application of these techniques to linear, observed-score, test equating is presented. (Author/JKS)

The author proposes a greater professional association role in establishing standards for quality assurance in testing. He presents his views as a test developer who dislikes the legal model for resolving professional issues. The use of publications and informational activities to make people aware of the professional standards and how they can be…

Based on a review of the literature, this paper examines criticisms leveled against the communication audit developed by the International Communication Association (ICA) and then offers a modified version of the audit designed to meet those criticisms. Following a brief introduction, the first section of the paper reviews criticisms of the audit,…

Considers issues surrounding the use of differentiated examinations. Discusses how differentiation may be provided, the wording of questions, and how marks should be given. Highlights some pitfalls of using this approach. Concludes that, although differentiated examinations are possible, they will not always meet the needs of the end range of test…

A behavioral domain is well-defined when it is clear to both test developers and test users which categories of performance should or should not be considered for potential test items. Only those tests that are keyed to well-defined domains meet the definition of criterion-referenced tests. The greatest proliferation of criterion-referenced tests…

It is argued that the statements and accusations made by Stephen Jay Gould about the use of factor analysis are incorrect and unjustified and that tests properly designed for the purpose can adequately measure a "general" or "g" factor of intelligence, particularly in view of the developments in testing since "The…

The problems of validity and fairness involved in multiple-choice critical thinking tests can be lessened by using verbal reports of examinees' thinking during the process of developing such tests in order to retain only those items which rely on critical thinking skills to obtain the correct answer. Multiple-choice testing can lead to unfair…

In mastery testing a linear relationship between an optimal passing score and test length is presented with a new optimization criterion. The usual indifference zone approach, a binomial error model, decision errors, and corrections for guessing are discussed. Related results in sequential testing and the latent class approach are included. (CM)

Questions about the appropriateness of the Nelson-Denny Reading Test have led to consideration of the use of a criterion referenced test for assessing students' reading abilities before and after each semester of developmental reading instruction. In constructing such a test, a number of steps should be followed. The first step is to clarify the…

The viewpoint is expressed that adding to test reliability by either selecting a more homogeneous set of items, restricting the range of item difficulty as closely as possible to the most efficient level, or increasing the number of items will not add to test validity and that there is considerable danger that efforts to increase reliability may…

The idea that validity should be considered a property of inferences, rather than of assessments, has developed slowly over the past century. In early writings about the validity of educational assessments, validity was defined as a property of an assessment. The most common definition was that an assessment was valid to the extent that it…