This article invokes a literal image of test givers as measurement devices and explores the psychometric properties of these test administrator instruments. Concurrent and content validation and test-retest and parallel-forms validity are explored. (SLD)

A comparison of double as opposed to single multiple-choice questions yielded significant differences in regard to item difficulty, item discrimination, and internal reliability, but not concurrent validity. (Author/PN)

Discusses issues involved in the construction, validity, and use of tests that evaluate educational progress, especially those that assess higher-order cognitive functioning. Reviews the four articles in this special issue. (FMW)

Educators are called upon to improve the quality of classroom tests to enhance the learning of content. Less faculty concern for tests than for other features of instruction, compounded by a lack of knowing how to assess different levels of learning with test questions that measure complex processes, appear to generate poor quality classroom…

This publication offers guidelines, practical suggestions, and examples for developing better teacher-made tests. It is divided into five chapters: (1) Planning Classroom Tests, (2) Guidelines for Developing Classroom Tests, (3) Assembling and Administering Classroom Tests, (4) Assessing Test Items, and (5) Desirable Characteristics of Tests.…

Several issues should be considered in selecting assessment instruments and procedures for use in adult literacy programs. Teachers must consider the purpose of the assessment; the appropriateness of the assessment instrument for adults; the reliability, validity, and practicality of the instrument; whether the assessment is culturally sensitive;…