This article reviews Autism Spectrum Rating Scales (ASRS) which are designed to measure behaviors in children between the ages of 2 and 18 that are associated with disorders on the autism spectrum as rated by parents/caregivers and/or teachers. The rating scales include items related to behaviors associated with Autism, Asperger's Disorder, and…

Educational achievement is a very important issue for parents, teachers, and the government. An accurate measurement plays a very important role in evaluating achievement fairly, and, therefore, analysis methods have been developed considerably in recent years. Education based on long-time learning processes forms a fruitful base for item tests,…

Psychometric practice does not always converge with the advances of psychometric theory. In order to investigate this gap, the authors focus on the 10 most used psychological tests in Europe, as identified by recent surveys. The article analyzes test manuals published in 6 different European countries for these 10 most used tests. A total of 32…

This paper is an historical and critical evaluation of the view that test interpretations can be based on constructs, as constructs are currently conceptualized. The nomological network reconstruction of scientific theorizing is discussed. (MT)

This handbook is designed as a quick reference for first-year teachers who find themselves in an assessment driven environment with little experience to help make sense of the language, underlying philosophy, or organizational structure of the assessment system. The handbook begins with advice on developing and evaluating effective learning…

In response to Ebel's article (TM 508 146) the author points out that, in emphasizing what a test is intended to measure, the vital question of what should be measured is set aside. While explicit specifications for a test should be encouraged, questions of worth ought to be prominent in designing and selecting tests. (Author/LC)

In an attempt to restore the symmetry and balance between the study of person and item variation, this paper presents a novel methodology construct specification equations, which allows one to ascertain from the lawful behavior of items what an instrument is measuring. (Author/PN)

Suggests that the idea of testing be given up, along with the measurement of reading and the idea of reading progress. (AM)

Argues that even for purposes of applied decision making, reliance upon criterion validity -- the degree to which measures correlate with specific criteria -- or content coverage is not enough, that the meaning of the measure must also be analyzed in order to evaluate responsibly the possible consequences of the proposed use, it is stated.…

The views of E. L. Thorndike on the future of measurements of abilities, expressed 25 years ago, are summarized, and the future of measurements of abilities as it appears now is examined. Opportunities for improvement now arise mainly from increasing social concern for effective education. Measurement technology has developed rapidly and cannot…

Revised version of the 1973 presidential address to the American Educational Research Association. (RJ)

It is suggested that little attention is given to understanding student concerns about testing: what will be tested, and in what depth. Reexamination is indicated for the purposes of testing, test quality and frequency, and instructor autonomy. Tests are seen as powerful determinants of learning that are often not used appropriately. (MSE)

The proposed standard for judging proficiency test score reliability requires that the proportion of items passed for each objective assessed be a dependable estimate of the universe score for the domain strata established by the objective. Domain breadth is the focusing issue. Data from a field trial of the Tennessee Proficiency Test are analyzed…

Several issues facing the measurement community were brought on by the recent emphasis on stricter educational accountability measures. These testing issues include the limits of test scores, effects of testing on instruction, proper test use, importance of the test content, and defining the basics in education. (EGS)

Issues in designing valid tests for the National Assessment of Educational Progress (NAEP) are discussed. Test scores are often provided without any information on the nature of the tasks represented. Because test domains are defined by individual item writers, the generalizability between tests and items is suspect. While typical content…