Six scoring methods for assigning weights to right or wrong responses according to various instructions given to test takers are analyzed with respect to expected change scores and the effect of various levels of information and misinformation. Three of the methods provide feedback to the test taker. (Author/CTM)

Paper is concerned with the effect that ipsative scoring has upon a commonly used index of between-subtest correlation. (Author)

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

In this paper, an attempt has been made to synthesize some of the current thinking in the area of criterion-referenced testing as well as to provide the beginning of an integration of theory and method for such testing. Since criterion-referenced testing is viewed from a decision-theoretic point of view, approaches to reliability and validity…

Effects of logically weighting incorrect item options in conventional tests and different scoring functions with confidence tests on reliability and validity were examined. Ninth graders took conventionally administered Verbal and Mathematical Reasoning tests, scored conventionally and by a procedure assigning degree-of-correctness weights to…

A comparison of reliability and validity was made for three testing procedures: 1) responding conventionally to Verbal Ability and Mathematical Reasoning tests; 2) using a confidence weighting response procedure with the same tests; and 3) using the elimination response method. The experimental testing procedures were not psychometrically superior…

The benefits of using essay tests rather than objective tests in professional education programs are discussed. Essay tests offer practice in writing, creativity and formal communications. Guidelines for using and scoring a sample essay test in biology are presented. (BH)

This study empirically determined the optimizing weight to be applied to the Wrongs Total Score in scoring rubrics of the general form = R - kW, where S is the Score, R the Rights Total, k the weight and W the Wrongs Total, if reliability is to be maximized. As is well known, the traditional formula score rests on a theoretical framework which is…

The use of computers in areas of testing, selection, and placement processes for those in military services' training programs are viewed in this paper. Also discussed is a review of the motivational and theoretical foundation of admissible probability testing, the role of the computer in admissible probability testing, and the authors' experience…

A 15-stage pyramidal test and a 40-item two-stage test were constructed and administered by computer to 111 college undergraduates. The two-stage test was found to utilize a smaller proportion of its potential score range than the pyramidal test. Score distributions for both tests were positively skewed but not significantly different from the…

An elementary survey of item characteristic curve theory, centered around the problems of individualized (tailored) testing, is presented. Following the introduction, discussions are provided of the following: Test Theory for Itemized Tests; The Guttman Scale; Item Characteristic Curve Theory; An Alternative Model; Specialization, Application, and…

The first four chapters of this report primarily provide an extensive, critical review of the literature with regard to selected aspects of the criterion-referenced and mastery testing fields. Major topics treated include: (a) definitions, distinctions, and background, (b) the relevance of classical test theory, (c) validity and procedures for…

A student's choice of an answer to a test question is a coarse measure of his knowledge about the subject matter of the question. Much finer measurement might be achieved if the student were asked to estimate, for each possible answer, the probability that it is the correct one. Such a procedure could yield two classes of benefits: (a) students…

Technical improvements, which may be made in the reliability and validity of tests through confidence scores, are discussed. However, studies indicate that subjects do not handle their confidence uniformly. (MS)