This study utilized a straightforward system of crediting successes and assigning failures to items not administered during computerized adaptive testing (CAT) to determine if the data yielded by CAT could be used to monitor item calibrations over time. (Author/LMO)

The constructive use of microcomputers in the development of tests requires thoughtful attention to the questions addressed in this paper: What is the purpose for testing? How can a microcomputer help? Which microcomputer system is best? What pitfalls should be avoided? (BW)

Describes procedure for combining Stanford Achievement Test items with local supplementary items to measure individual and aggregate student performance in mathematics. Two reports are generated from the test results: a diagnostic report of student mastery of each objective and an overall score. (TE)

A method of item pool design is proposed that uses an optimal blueprint for the item pool calculated from the test specifications. The blueprint is a document that specifies the attributes that the items in the computerized adaptive test (CAT) pool should have. The blueprint can be a starting point for the item writing process, and it can be used…

Use and validity of externally-produced comprehensive examinations as instruments for promotion and as mechanisms for evaluating curriculum is discussed. Pros and cons of this single route to licensure and effects on student ethics are discussed. A national test bank is proposed as an alternative. (Author/MSE)

Described is a joint project of 23 Illinois school districts to develop criterion-referenced test item pools in mathematics and language arts to meet the day-to-day testing needs of classroom teachers and to aid in the development of minimum competency tests mandated by Illinois Senate Bill 238. (Author/SJL)

A study of the context effects on item parameters for one- and three-parameter latent trait models showed that: (1) changes in context affected their item difficulties; and (2) context effects were more important in making predictions for single items than for groups of items. (Author/RL)

Advantages and disadvantages of a test item analysis method for producing item banks are discussed with respect to different teaching methods, curriculum, and the examination system. (MP)

Owen's Bayesian tailored testing method is introduced along with a brief review of its derivation. The characteristics of a good item bank are outlined and explored in terms of their influence on the Bayesian tailoring process. (Author/RC)

A new test construction model based on the Rasch model is proposed. This model, the cluster-based method, considers groups of interchangeable items rather than individual items and uses integer programing. Results for six test construction problems indicate that the method produces accurate results in small amounts of time. (SLD)

Item banks and computer-generated tests in a Canadian community college's computerized testing system were evaluated and student and faculty attitudes surveyed. Item banks were found inadequate, tests addressed low-level learning outcomes, and the system's location in centralized administration gave instructional staff little ownership or…

Blended learning is an approach to instructional design that seeks to maximize learning potential by applying the most effective form of instruction for a given program element. The term "blended learning" should not refer to just the mixing of training delivery methods (as it is often defined) but to the orchestrated application and integration…

Under a multidimensional item response theory (MIRT) computerized adaptive testing (CAT) testing scenario, a trait estimate (theta) in one dimension will provide clues for subsequently seeking a solution in other dimensions. This feature may enhance the efficiency of MIRT CAT's item selection and its scoring algorithms compared with its…

An item analysis study was conducted for two multiple-choice tests of introductory psychology created from a publisher's test bank. A 47-item multiple-choice test was administered to 247 students, and 433 students took a different 42-item multiple-choice test. Participants were from a large northeastern suburban community college. The difficulty…

Basic precepts for test development are described and explained as they are presented in measurement textbooks commonly used in the fields of education and psychology. The five building blocks discussed as the foundation of well-constructed tests are: (1) specification of purpose; (2) standard conditions; (3) consistency; (4) validity; and (5)…