In DIF studies, a Type I error refers to the mistake of identifying non-DIF items as DIF items, and a Type I error rate refers to the proportion of Type I errors in a simulation study. The possibility of making a Type I error in DIF studies is always present and high possibility of making such an error can weaken the validity of the assessment.…

This commentary analyzes Professor Bloom's definitions of kinds of evaluation and the needs for evaluation in education. In a discussion of the nature of tests of cognition, memory, and production and evaluation abilities, Professor Guilford stresses the need for concern with acquisition of specific items of information and with general…

Discusses ways testing can help students learn if the teacher can remove the aura and function of evaluation from the experience. (GB)

AT THE INDIANA UNIVERSITY REGIONAL CAMPUS AT FORT WAYNE, 171 FRESHMAN STUDIED A UNIT ON "STIMULUS AND RESPONSE" IN A MODIFIED FORM OF THE PROGRAMING STYLE CALLED "CONVERSATIONAL CHAINING," IN WHICH THE ONLY RESPONSE CONFIRMATION IS PROVIDED WITHIN THE NEXT FRAME IN THE PROGRAM. THERE WAS NO SPECIFIC EMPHASIS SUCH AS CAPITALIZATION, BUT ALWAYS AN…

Describes a technique in which students grade their own tests. (SL)

The advantages of interim tests in an undergraduate psychology course for diagnostic purposes are described. A discussion of assigning relative weight to interim test performance as compared with final examination performance is presented. (Author/DB)

Discusses the role of examinations in teaching biology. Comments on the aims of examinations, essay questions, scientific writing, testing for comprehension of practical problems, problems and judgments, statistical skills, practical examinations, and the general problems of examining. (JR)

Describes some recent developments in computer programing taking place in Australia in the field of educational testing. Topics discussed include item banking and computer-assembled tests, test scoring for multiple choice and open-ended tests, item and test analysis, and test reporting. (Author/DN)

The study was designed to answer two questions: (1) What cognitive skills are emphasized by written test items constructed by eighth grade science teachers in the public schools of Louisiana? and (2) Are there differences of emphasis on the cognitive skills when comparisons are made among test questions from those teachers based on the following…

Describes the individualized testing system and the impact of this practice on grade inflation of a biology course for nonmajors at Oral Roberts University, Tuba, Oklahoma. A course description, and discussion of results of 1,512 students who took the course over an eight-semester period are presented. (HM)