While some forms of test bias (for example, bias in selection and prediction) appear amenable to definitional consensus, a definition of cultural bias will remain problematic so long as it is confused with the nature/nurture issue. (Author/BW)

This paper offers a scenario for how educational assessment might change in response to market forces that affect not only the future of large-scale testing but also society in general. The scenario divides into three generations distinguished by the purpose of testing, test format and content, and the extent to which testing capitalizes on new…

A computerized testing system was implemented in conjunction with the Radar Technician Training Course at the Naval Training Center, Great Lakes, Illinois. The feasibility of the system and students' attitudes toward it were examined. The system, a multilevel, microprocessor-based computer network, administered tests in a sequential, fixed length…

The research leading to the decisions to revise the Graduate Record Examination Aptitude Test (GRE) (beginning in October 1981) is reviewed. The issues discussed include the format of the test (the timing of each section and the number of sections, the content of the sections--especially the analytical section), the scoring procedure for the GRE,…

Research and analysis conducted to determine the effects of reducing the administration time for one or more levels of the Basic Occupational Literacy Test (BOLT) are described. The total usable sample consisted of 2,423 subjects. Data were collected from 23 states from 1978 to 1981. Data came from a variety of sources, including schools and…

A specific application of test equating is described, namely that of credentialing examination programs in the health professions. Considered are: (1) the role of test equating in the credentialing process; and (2) the issues that must be considered when implementing test equating in a credentialing examination program. (Author/LMO)

The utility of general or select response formats for evaluating certain types of clinical competence is studied. Consideration of the suitability of an examination format to fulfill its intended purpose and the appropriateness of the questions included is recommended when designing an examination. (Author/AL)

Discussed are some objections to using calculators in mathematics instruction and testing. Indicates that many commercially available tests do not permit the use of a calculator. Several steps to facilitate the use of calculators are suggested. (YP)

Examines the ways in which computers can assist teachers in developing good tests. Describes the program TESTWORKS in detail and provides charts comparing this program with 11 others in the areas of price, type of questions generated, computer functions, and the usefulness of each. Discusses the use of word processors and databases. (KO)

Compares the effect of content ordering and scrambled ordering on examinations in courses, such as economics, that require quantitative skills. Empirical results suggest that students do no better if they are given a content-ordered rather than a scrambled examination as student performance is not adversely affected by scrambled ordered…

While computer-based tests might be as simple as computerized versions of paper-and-pencil examinations, more innovative applications also exist. Examples of innovations in computer-based assessment include the use of graphics or sound, some measure of interactivity, a change in the means in which examinees responded to items, and the application…

A simple curriculum is provided that is designed to allow any school to prepare its students for the Enhanced American College Testing Program Tests (Enhanced ACT). Components of this manual include: (1) introduce the test structure; (2) give the strategy lectures; (3) provide as much structured practice as possible; (4) administer a mock test…

Based on findings of previous research, this project developed, implemented, and examined the effect of instructional materials and procedures designed to eliminate the influence on test scores of the following four factors: (1) differential levels of test-taking skills on the part of students; (2) student's lack of familiarity with and consequent…

Many tests which attempt to produce intelligence quotient or mental age scores for children rely on time taken to complete the task for a valid result to be obtained. A number of tests were carried out with both Down's Syndrome and normal children (128 Down's Syndrome; 162 normal) in order to determine (1) relative abilities to complete the tasks…

College teachers often use norm-referenced classroom tests which are too easy for distinguishing adequately among levels of student achievement, yet they are reluctant to adopt more difficult tests. We explored the basis for current practices concerning test difficulty through informal interviews and questionnaires completed by faculty members and…