A differential item functioning (DIF) simulation study was conducted to explore the type and level of impact that contamination had on type I error and power rates in DIF analyses when the suspect item favored the same or opposite group as the DIF items in the matching subtest. Type I error and power rates were displayed separately for the…

A proficient item writer should possess several attributes: knowledge and understanding of the material being tested, continuous awareness of objectives, continous awareness of the instructional model, understanding of the students for whom the items are intended, skill in written communication, and skill in the techniques of item writing. The…

Knowledge of Memory Aging Questionnaire with a "don't know" response added was administered to 202 undergraduates (half using the new format), 44 undergraduates (with instruction on memory and aging), and 49 older and 41 younger adults. The new format resulted in more correct answers. Instruction resulted in fewer "don't know" responses. Younger…

The author compares traditional test items with modified versions of the same test items for the purpose of making test questions more pertinent to the realities of daily life. (RK)

Intercorrelations among multiple true-false items were examined to determine to what extent each choice can be treated as independent. Results from 157 health science and 170 medical students indicated that correlations between options from the same stem were larger than those from different stems. Methods for computing reliability estimates were…

A study of recurrent faults in multiple-choice items in Britain's Open University's computer-marked tests has led to a procedure for avoiding these faults. A description of the study covers the incidence and sources of faults (obviousness, memorization, unclear instruction, ambiguity, distractors, inter-item effects, and structure) and…

Basic precepts for test development are described and explained as they are presented in measurement textbooks commonly used in the fields of education and psychology. The five building blocks discussed as the foundation of well-constructed tests are: (1) specification of purpose; (2) standard conditions; (3) consistency; (4) validity; and (5)…

Despite the popularity of both multiple-choice (MC) and true-false (TF) items, most investigations comparing the two formats have done so to determine the optimum number of choices to be given to students within a given time period. The purpose of this investigation was to compare the reliabilities and the validities of both formats when the items…

A multiple true-false item is one where a testee has to identify statements as true or false within a cluster (of two or more) of such statements. Clusters are then scored as items. This study showed such a procedure to yield less reliable results than traditional true-false items. (JKS)

A study compared college students' performance on complex multiple-choice tests with scores on multiple true-false clusters. Researchers concluded that the multiple-choice tests did not accurately measure students' knowledge and that cueing and guessing led to grade inflation. (PP)

Describes an objective test used as the comprehensive examination in a graduate library school and discusses its advantages over essay tests. The topics covered include test construction, the use of item analysis for scoring and test revision, and student reactions to the objective test. (1 reference) (CLB)

Describes statistical analyses of tests used for organic chemistry classes and attempts to pose a model to explain the results. Concluded that students who possess a slight grasp of a concept actually have less of a chance of answering an item correctly than those who merely guess. (CW)

Monte Carlo techniques are used to examine the power of the "B" statistic of R. L. Brennan (1972) to detect negatively discriminating items drawn from a variety of nonnormal population distributions. A simplified procedure is offered for conducting an item-discrimination analysis on typical classroom objective tests. (SLD)

This teacher's manual describes major ways in which the accompanying Item Bank can be used--that is, for achievement tests, diagnostic tests, the introduction of new topics, stimulus for class discussions, evaluation of curriculum and teaching methods, and as models for constructing multiple-choice questions. Rationale for the use of…

This study examined and refined a mathematics skills instrument used to predict success in an introductory statistics course and to measure improvement in mathematics skills. Alternate forms of a 28-item true-false test were administered as a pretest and posttest to 18 undergraduate and 19 graduate students enrolled in introductory educational…