This paper presents tables for converting raw scores on the Bayley Scales of Infant Development to Mental Development Index and Psychomotor Development Index values. The tables were developed to generate index values for young children with developmental delays, based on recent revision of the scales and standardization procedures. Methodology is…

Describes an approach to evaluating students in a seminar-style science course that involves students in the design of the assessment instrument and defense of their own performance using the instrument, taking students' performance evaluation to a level beyond measuring learning and teaching effectiveness to self-reflection and critique.…

Describes the Principles of Adult Mentoring Scale, a self-assessment instrument for mentors of adult learners. Discusses the development and underlying principles of the scale, and provides information on scoring and interpreting results. The scale, instructions for scoring, and a description of six behavioral functions of the mentor role are…

The feasibility and efficacy of using self-report response methods with an In-Basket exercise were evaluated in two studies involving 258 managers and 55 college students, respectively. Results suggest that high face validity of the In-Basket exercise can be combined with the scoring ease and objectivity of self-reports. (SLD)

Examined a scoring anomaly that became apparent in a state-mandated writing assessment. Results for 3,660 essays by sixth graders show that using a spiral model for training raters and scoring papers results in higher mean ratings than does using a sequential model for training and scoring. Findings demonstrate the importance of making decisions…

Influences on the educational validity of examinations are reviewed. Changes occurring in approaches to standard setting are traced. A view of reliability is presented, with emphasis on assessment of project work, which often involves individual investigation and design by students. A consistency index formula for grading standards is presented.…

An approach to scoring reading comprehension based on the concept of the testlet is described, using models developed for items in multiple categories. The model is illustrated using data from 3,866 examinees. Application of testlet scoring to multiple category models developed for individual items is discussed. (SLD)

Aggregate scoring was applied to a recertifying examination for medical professionals to generate an answer key and allow comparison of peer examinees. Results for 1,927 candidates for recertification indicate considerable agreement between the traditional answer key and the aggregate answer key. (TJH)

A solution is offered to problems associated with the inequality in the manipulability of probabilities of classification errors of masters versus nonmasters, based on competency test results. Eschewing the typical arbitrary establishment of observed-score standards below 100 percent, the solution incorporates a self-correction of wrong answers.…

Describes the design and operation of four software packages, or macros, written in the programing language of Microsoft's EXCEL for use on the Macintosh computer for data manipulation and presentation used in educational research. Reordering tabulated data, reversing the scoring of tabulated data, and creating tables and graphs are explained.…

An extension of the Rasch model is used to obtain objective measurements for examinations graded by judges. The model calibrates elements of each facet of the examination on a common log-linear scale. Real examination data illustrate the way correcting for judge severity improves fairness of examinee measures. (SLD)

Four general criteria are proposed for the choice of a metrical solution for a causal effect: (1) compatibility with the effect; (2) ease of communication; (3) lack of measurement error bias; and (4) stability across subjects and situations. These criteria are illustrated for randomized and nonrandomized designs. (SLD)

Methods are described, based on item response theory, that provide scaled scores, or estimates of trait level, for each summed score for rated responses or for combinations of rated responses and multiple-choice items. These useful methods avoid problems associated with response-pattern scoring. (SLD)

This commentary discusses three essential themes in performance assessment and its scoring. First, scores should mean something. Second, performance scores should permit fair and meaningful comparisons. Third, validity-reducing errors should be minimal. Increased attention to performance assessment may overcome these problems. (SLD)

In a study involving eight judges, analysis with the FACETS model provides evidence that judges grade differently, whether or not scores correlate well. This outcome suggests that adjustments for differences among judges should be made before student measures are estimated to produce reproducible decisions. (SLD)