Guidelines developed specifically for cases in which objectively scored written tests are to be used are described. When objective cognitive tests are properly built and used, they can serve four educationally important functions. These tests provide the instructor information on what a student can and cannot do. The instructor needs this…

Answer changes on tests are more likely to be made on items early in a group of questions, toward the end of a test, and on difficult items. The reasons for this student behavior are examined. (Editor/JD)

This is a report from the Project on Individually Guided Mathematics, Phase 2 Analysis of Mathematics Instruction. The report outlines some of the characteristics of probability measurement procedures for scoring objective tests, discusses hypothesized advantages and disadvantages of the methods, and reports the results of three experiments…

The question whether the range of assessment for a course in Greek literature in translation can be broadened to include multiple choice tests is explored. An experimental test is described and evaluated. (RM)

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

Condensed from "The Bulletin of the National Association of Secondary-School Principals, Volume 52 (December 1968), 32-42.

Critically discusses existing objective tests of students' language abilities. (RD)

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

The objectives of this study were to ascertain the existence of any widely held, systematic sets in response position selection (RPS) and to evaluate the potential biasing effects of such sets on multiple choice and true-false test results. It is concluded that a sudden change in the accustomed pattern of keyed response positions can shift…

This study investigated the adequacy of the Rasch model in equating existing standardized tests with groups of examinees not widely separated in ability. With the exception of one test pair and one grade level, the Rasch model using the anchor test procedure provided a reasonably satisfactory means of equating. (Author/CTM)

The primary purpose of this leaflet is to assist the teacher of English in building good achievement tests, with special attention to planning and construction. Subjects covered are general considerations for planning a test, making a blueprint for the test, basic characteristics of effective tests and test questions, selecting the proper test…

Various aspects of Confidence Weighting are examined. Variant of Confidence Weighting, its effect on test reliability, and the validity of Confidence Weighting are discussed. (DG)

Instructional improvement within the context of criterion-referenced and norm-referenced tests is described. Such categories overemphasize test interpretation rather than design characteristics of achievement tests. Data from most measurement situations may be reported or interpreted either according to criterion- or norm-referenced standards. How…

This handbook illustrates how the classroom teacher can make efficient use of tests, discusses the main purposes tests can serve, treats principal kinds of testing devices especially useful in language instruction, and includes a section on the interpretation of test results. Chapters include: (1) the importance and place of testing in the foreign…