The validity concomitants of four sets of directions regarding guessing were investigated. The most valid procedures were testing with directions indicating or implying use of a scoring formula and scoring by means of conventional or multiple regression formulas. (Author)

An alternative to the conventional right-wrong scoring method used on multiple-choice tests was presented. In the experiment, the examinee continued to respond to a multiple-choice item until feedback signified a correct answer. Findings showed that experimental scores were more reliable but less valid than inferred conventional scores.…

The concurrent validity of the Career Maturity Inventory with two other instruments was investigated for a sample of ninth-grade boys and girls. Some tentative implications concerning construct validity were drawn. (Author)

To investigate the relationship between multiple-choice and completion geometry test scores, this study used a technique for quantifying and comparing the validity of scores of different levels. (Author/DR)

Argues that informal reading inventories fail on several points to provide accurate and reliable scores on the subskills of reading. Asserts that the inventories cannot properly be used to assess children's specific strengths and weaknesses. (FL)

Traces a major source of confusion in the literature on passage dependence and integrates the relevant concepts into a general theory of context dependence. Sample items and data illustrate practical applications of the theory. (AA)

An aspect of construct validity of the six scales of the Career Maturity Inventory was investigated with 127 ninth-grade students. The scales were found to be more highly intercorrelated than is desirable. Coupled with their modest reliabilities, this outcome was interpreted as a major limitation of the instrument. (Author)

After analyzing four methods of selecting distractor items for multiple-choice tests, the authors recommend that classroom teachers use their own judgment in choosing test items. (Ed.)

The effects of providing total and partial immediate feedback to pupils in multiple choice testing was investigated with fifth and sixth grade pupils. The split-half reliability was higher with total feedback than with no feedback. Concurrent validity with a completion test showed all three settings to be nearly identical. (Author/JKS)

Certain kinds of multiple-choice reading comprehension questions may be answered correctly at the higher-than-chance level when they are administered without the accompanying passage. These high risk questions do not necessarily lead to passage dependence invalidity. They threaten but do not prove invalidity. (Author/CP)

It was theorized that an answer-until-correct procedure, whereby an examinee marks responses to each multiple-choice question until feedback indicates that the correct answer has been marked, would yield scores of greater reliability and validity than conventional number-right procedure. Two papers and an application exercise for an undergraduate…

Two studies addressed the construct validity of the IDEA Form H Survey with which high school students rate instruction. Both studies provided indirect evidence of the validity of this instrument as a measure of student progress on goals selected by the teacher of each class. (Author)

Compared Kuder-Richardson Formula 20 and coefficient alpha (by blocks) reliability estimates for a reading comprehension test. On the average, K-R 20 exceeded coefficient alpha by about .05; that is, K-R 20 exaggerated the internal consistency of the test as would be expected from theory. Implications for counseling interpretations are discussed.…

Reviews past research and cites new research which suggest that subscores on reading comprehension tests really test the same thing and thus are not useful for diagnosing ability in skill areas. (MKM)