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

Effects of blind guessing on the success of passing true-false and multiple-choice tests are investigated under a stochastic binomial model. Critical values of guessing are thresholds which signify when the effect of guessing is negligible. By checking a table of critical values assembled in this paper, one can make a decision with 95% confidence…

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)

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)

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)

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…

Confidence testing has been used in varying forms over the past 40 years as a method for increasing the amount of information available from objective test items. This paper traces the development of the procedure from Hevner's beginning method up to the various methods in use today and describes both the testing procedures and scoring methods…

The shortcomings of the conventional way of using and interpreting multiple-choice tests are summarized. Some theories and methodologies that can be applied for better use multiple-choice test items are described. Empirical facts are introduced to support the theoretical observations. New strategies are proposed that will reduce "noise"…

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…

One of the many criticisms leveled at standardized testing is that the time limits commonly used require a speed component of performance which may act to the disadvantaged of certain culturally defined groups. Recent studies by the authors examined the question of differential time limits and group performance for standardized academic aptitude…

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…