Presently available test statistics for the Rasch model are shown to be insensitive to violations of the assumption of test unidimensionality. Two new statistics are presented. One is similar to available statistics, but with some improvements; the other addresses the problem of insensitivity to unidimensionality. (Author/JKS)

A table is provided and described for prorating Minnesota Multiphasic Personality Inventory scales when the entire Form R has not been completed. Good concordance of profile types was found for 300 and 350 completed questions. Interpretations based on 200 items may be suspect. (Author)

The article reviews a number of problems in the assessment of young children with severe handicaps and suggests a number of steps to improve the assessment process. (Author/DLS)

Generalizability theory is used to characterize and quantify expected variance in cutting scores and to compare the Nedelsky and Angoff procedures for establishing a cutting score. Results suggest that the restricted nature of the Nedelsky (inferred) probability scale may limit its applicability in certain contexts. (Author/BW)

A comprehensive overview of the beginnings of attitude measurement is merged with a discussion of recent developments. A synthesis of new research on technical issues related to the reliability and validity of attitude measures and contemporary views on attitude formation and change are presented. (Author)

Tests used to estimate mental abilities (measures of intelligence, perceptual motor ability, and early identification of learning disabilities) are critically examined. (Author)

Describes common mistakes made by young children taking standardized tests and suggests several teaching strategies that may be useful to teachers who are preparing a class to take standardized tests. Teachers need to be sure they don't add to the pressure of standardized testing by overreacting to small deeds of misbehavior or emphasizing the…

Considers ways to implement the International Guidelines for Test Use (International Test Commission, 2001) to maximize their intended impact . The process calls for customizing the guidelines for specific assessment contexts and needs and using the guidelines to generate competency standards. (SLD)

The article considers issues of objectivity in regard to evaluating a child's performance on a test. Quantum theory is invoked to illustrate the close relationship of the child's "score" to the specific conditions of the evaluation experience. Educators are encouraged to remember that the score cannot be isolated from the testing experience. (DB)

Presents a facetious, ingenious resolution to the percentile dilemma concerning above- and below-average test scores. If schools enrolled the same number of pigs as students and tested both groups, the pigs would fill up the bottom half and all children would rank in the top 50 percent. However, some wrinkles need to be ironed out! (MLH)

Though curriculum-based assessment (CBA) is considered a valuable evaluation procedure, areas of concern exist, including: assumptions regarding content of the CBA instrument, appropriateness of CBA as the only information source for individualized education programs, and recognition of CBA's limitations as a procedure/model under the current…

Examined ability of Woodcock-Johnson Psycho-Educational Battery (WJPEB) to identify learning-disabled (LD) students. Administered WJPEB to 71 previously identified LD students and evaluated cluster score performance. Used three methods of obtaining discrepancies; slightly more than one-half of LD students were identified. Memory deficits were…

The effect of violating the assumption of nonspeededness on ability and item parameter estimates in item response theory was studied through simulation under three speededness conditions. Results indicate that ability estimation was least affected by speededness but that substantial effects on item parameter estimates were found. (SLD)

Examined Minnesota Multiphasic Personality Inventory-2 (MMPI-2) profiles of incarcerated pedophiles in state prisons (n=60), federal prisons (n=24), and military confinement facilities (n=25), each offering different educational and social composition. Multivariate statistics revealed that three groups' profiles were significantly different,…

The notion of washback, that testing influences teaching, is explored and a series of possible hypotheses are advanced. The empirical research in general education and in language education is reviewed to determine whether washback actually exists, how it can be measured, and what accounts for its form. Proposals for future research are suggested.…