Although conceptual assessment tests are commonly administered at the beginning and end of a semester, this pre-post approach has inherent limitations. Specifically, education researchers and instructors have limited ability to observe the progression of students' conceptual understanding throughout the course. Furthermore, instructors are limited…

The Content Proximity Project was designed to improve the content validity of the MAP® Growth™ assessments while retaining the ability for the test to adapt off-grade and meet students wherever they are in their learning. Two main features of the project were the development of an enhanced item selection algorithm, and a spring pilot study…

An algorithm for item analysis in which item discrimination indices have been defined for the distractors as well as the correct answer is presented. Also, the concept of convergent and discriminant validity is applied to items instead of tests, and is discussed as an aid to item analysis. (Author/JKS)

The feasibility of generating multiple-choice test questions by transforming sentences from prose instructional materials was examined. A computer-based algorithm was used to analyze prose subject matter and to identify high-information words. Sentences containing selected words were then transformed into multiple-choice items by four writers who…

Recent experience with the Computerized Adaptive Test (CAT) has raised a number of concerns about its practical applications. The concerns are principally involved with the concept of having the computer construct the test from a precalibrated item pool, and substituting statistical characteristics for the test developer's skills. Problems with…

The technology of transforming sentences from prose instruction into test questions was examined by comparing two methods of selecting sentences (keyword vs. rare singleton), two types of question words (nouns vs. adjectives), and two foil construction methods (writer's choice vs. algorithmic). Four item writers created items using each…