As validity pertains to test use rather than the test itself, using a test for unintended purposes requires a new validation program using additional evidence from relevant sources. This small-scale study contributes to the validation of the use of originally academic language tests--the International English Language Testing System and the Test…

To some extent, good testing procedure, like good language use, can be achieved through avoidance of errors. Almost any language-instruction program requires the preparation and administration of tests, and it is only to the extent that certain common testing mistakes have been avoided that such tests can be said to be worthwhile selection,…

The present study was an attempt to alleviate some of the difficulties inherent in multiple-choice items by having examinees respond to multiple-choice items in a probabilistic manner. Using this format, examinees are able to respond to each alternative and to provide indications of any partial knowledge they may possess concerning the item. The…

Comprehensive academic achievement tests are routinely used by school psychologists in psycho-educational assessment batteries to identify learning disabled students. A variety of assessment measures are used across age groups to determine if a discrepancy exists between academic achievement and intellectual functioning; however, among the most…

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…

Four essential dimensions of a performance test are detailed: directness of test method, type of criterion, standardization of conditions, and objectivity of scoring. For simplicity these factors are described as if each were dichotomous, when in actuality each is a continuum; a test method may be more or less direct, conditions more or less…

This brief review explains some alternate scoring procedures to the classical method of summing correct responses. The novel procedures attempt in some way to retrieve and use even the information in the wrong responses. (Author)

Essay tests are easily constructed, relatively valid assessments of higher cognitive processes but are harder to score reliably. Teachers using essay tests are advised to follow clearly designed objectives, construct all-inclusive, pilot-tested questions, develop a checklist of specific scoring points and a model answer for each question, and use…

This article discusses practical and theoretical problems related to the measurement of formal operations. The first section of the article discusses problems in measuring formal operations using the clinical interview method. These problems include the lack of both a standardized interview and a uniform scoring procedure. Section two discusses…

When individuals are given tests that are too hard or too easy, the resulting scores are likely to be poor estimates of their performance. To get valid and accurate test scores that provide meaningful results, one should use functional-level testing (FLT). FLT is the practice of administering to an individual a version of a test with a difficulty…

Certain testing procedures will overcome some of the problems associated with the use of essay tests. Essay tests may not validly indicate achievement because the questions included in the test may not fairly represent instructional content. Reliability may be a problem because of variations in examinee response in different situations, in test…

A summary of the writing assessment programs reviewed in this journal is presented. The problems inherent in the programs are outlined. A coordinated research program on major problems in writing assessment is proposed as being beneficial and cost-effective. (DWH)

The transcript of a six-part National Public Radio broadcast on standardized testing is presented. The first part focuses on the reasons tests are administered; these reasons are discussed by proponents and opponents of testing. Part Two contains a discussion of the possible bias of tests, and their validity. The third part discusses the…

Cross-cultural validity studies for psychological instruments may result in overestimation of structure invariance due to some items being scored on more than one scale. This problem, called the common-item effect, is investigated with some data from the literature. (JKS)

Students in an introductory college course (n=275) responded to equivalent 20-item halves of a test under number-right and formula-scoring instructions. Formula scores of those who omitted items overaged about one point lower than their comparable (formula adjusted) scores on the test half administered under number-right instructions. In contrast,…