Background/Context: Pass/fail standardized exams frequently selectively rescore failing exams and retest failing examinees. This practice distorts the test score distribution and can confuse those who do analysis on these distributions. In 2011, the Wall Street Journal showed large discontinuities in the New York City Regent test score…

In adolescence research, the treatment of measurement reliability is often fragmented, and it is not always clear how different reliability coefficients are related. We show that generalizability theory (G-theory) is a comprehensive framework of measurement reliability, encompassing all other reliability methods (e.g., Pearson "r,"…

DICOT, a computer program for the Rasch analysis of classroom tests, is described. Results are presented in a self-explanatory form. Person ability and item difficulty estimates are expressed in a familiar metric. Person and item fit statistics provide a diagnosis of individual children and identification of problematic items. (Author/DWH)

The authors describe the significant contributions of Robert Ebel to educational measurement theory and its applications. A biographical sketch details Ebel's roots and professional resume. His influence on classroom assessment views and procedures are explored. Classic publications associated with validity, reliability, and score interpretation…

Explains and contrasts the techniques and philosophies of norm-referenced (NRT) and criterion-referenced tests (CRT). NRTs are criticized for lack of useful information and control. CRTs are usually teacher-made and customized to fit the classroom needs, offering more control over test content, but few teachers are prepared to develop them. (SM)

Because testing, in many different forms, currently plays such an important role in education, Elementary Secondary Education Act, Title I, the Division of Federal Assistance in the Vermont State Department of Education, prepared this brochure to present a general introduction to terms and phrases commonly used in testing and to highlight some of…

This book contrasts non-Soviet approaches to language testing and provides definitions from four Soviet language test experts. The role of foreign language teaching, the function of tests, and theoretical problems are discussed, with considerable focus on communicative competence. The book discusses test standardization and classification and…

Examines some of the problems in interpreting data from attitude measures when the dimensionality of the instrument and sources of heterogeneity in the population are ignored. Illustrates this point by describing the development of an instrument designed to measure children's attitude toward science-related activities. (TW)

Presents major stages in design and development of criterion referenced tests (CRT) with emphasis on differences between CRT construction and norm-referenced test construction. Discussion covers test interpretation; test theory; preparation for test construction (hierarchical analysis, item type selection, and choosing number of items); test…

Reviews the literature on subgroup norming in testing and examines several types of score-adjustment methods. The authors discuss social and policy perspectives as well as the scientific and theoretical underpinnings of score adjustment. (GLR)

This paper presents the legal rationale for using the National Teacher's Examination (NTE) validation procedure, which was used in Arkansas to determine cut-off scores for teacher certification. A review is given of the decision, by the United States Supreme Court, upholding use of the NTE by South Carolina in that state's teacher certification…

The Florida Teacher Certification Examination (FTCE) is based upon selected competencies that have been identified as minimal entry-level skills for prospective teachers. A description is given of the four subtests which make up the FTCE: (1) writing--essay on general topics; (2) reading--multiple choice "cloze" procedure on general…

The Florida Teacher Certification Examination (FTCE) is based upon selected competencies that have been identified as minimal entry-level skills for prospective teachers. A description is given of the four subtests which make up the FTCE: (1) writing--essay on general topics; (2) reading--multiple choice "cloze" procedure on general…

Describes a system employed by a middle school to improve performance scores on the Comprehensive Testing of Basic Skills (CTBS), through aggressive attitude changes, to ensure fiscal and other benefits. Notes characteristics of the approach, including realistic goals, student involvement, student responsibility, community involvement, student…