Research supported by the U.S. Office of Education, Contract OEC-6-10-239.

Discusses (1) perspectives from which standardized test developers, users, and interpreters must consider test results; (2) test components that affect student test performance; (3) test abuses that contribute to the shortening of tests; and (4) how educators can effect a change in the increased reliance on standardized tests. (HTH)

Investigates the reliability and validity of scores yielded from a new scoring formula. (Author/DEP)

True-false achievement test items written by typical classroom teachers show about two-thirds of the discrimination of their multiple-choice test items. This is about what should be expected in view of the higher probability of chance success on the true-false items. However, at least half again as many true-false items as multiple-choice items…

Examines confusions that result from the use of the words "standardization,""reliability,""objectivity," and "validity" in connection with testing. (IRT)

This paper reports an investigation of inferencing in Form Five of the Reading Comprehension component of the Iowa Tests of Basic Skills. The first step in the investigation consisted of an analysis of the language of the test to determine how the inferencing strategies employed might serve to mask answers. This preliminary analysis suggested that…

Comparisons of students' educational performances are usually based on test and examination results. However, for such comparisons to be valid, it is suggested that evaluations must be made on some common basis since many educational and employment decisions are based on these evaluations. Standardized tests, often used when comparisons are to be…

This book is a practical guide for assessing the intended learning outcomes of classroom instruction. It is based on the premise that assessment of student achievement plays a vital role in instruction and that the main goal of assessment is to improve learning. The new title of this sixth edition reflects a shift from major concern with classroom…

The author takes the position that standardized tests, as presently developed and marketed, do have potentially positive uses. However, these advantages are outweighed by the tests' deleterious effects on children and programs. Standardized tests refer to published, norm referenced, achievement and intelligence tests which contain specific…

This book for college faculty provides a resource for developing, using, and grading classroom exams. The first chapter addresses ways to determine what content should be included on an exam. The second chapter identifies testing considerations such as number of exams, difficulty level of items, and test length. Chapters 3 and 4 provide guidelines…

The composite of Armed Services Vocational Aptitude Battery (ASVAB) subtests used to select applicants for entry-level training in Army clerical schools was evaluated by correlating composite scores with training performance scores. Comparisons were made between the multiple R for this optimal set of predictors and that for the composite of…

This bibliography includes most publications on the theory and practice of foreign language testing which have appeared since 1950. It does not include those referring to testing in the mother tongue. Parts 1 and 2 include other bibliographies on testing and a short selection of published tests which embody recent techniques. Part 3--the main…