This book is intended as a practical guide to implementing a standards-based curriculum, developing performance tasks, teaching to those tasks, and using performance assessments. The chapters are: (1) "Establishing the Foundations"; (2) "Understanding the Achievement Cycle"; (3) "Focusing on Authentic Learning"; (4) "Building on a Standards-Based…

Two new methods for improving the measurement precision of a general test factor are proposed and evaluated. One new method provides a multidimensional item response theory estimate obtained from conventional administrations of multiple-choice test items that span general and nuisance dimensions. The other method chooses items adaptively to…

Item mappings are widely used in educational assessment for applications such as test administration (through test form assembly and computer assisted testing) and for criterion-referenced (CR) interpretation of test scores or scale anchoring. Item mappings are also used to construct ordered item booklets in the CTB/McGraw Hill Bookmark standard…

By noting that a Rasch or two parameter logistic (2PL) item belongs to the exponential family of random variables and that the probability density function (pdf) of the correct response (X=1) and the incorrect response (X=0) are symmetric with respect to the vertical line at the item location, it is shown that the conjugate prior for ability is…

The purpose of the Idaho Direct Mathematics Assessment (DMA) is to measure Idaho students' mathematical problem-solving skills, including their ability to apply basic skills to problem-solving situations as stated in the Idaho Achievement Standards document. Problem solving is valued as an essential tool for success in a complex, modern world. The…

A new method is proposed to set multiple standards in performance tests. The method combines three sources of information coming from three different data collections. The first is an empirical definition of mastery of an item; the second consists of parameter estimates of the items in an Item Response Theory (IRT) model, and the third source is a…

This issue of NISE Brief discusses the weakness of the most commonly used educational outcome indicators--average and median test scores and proficiency-level indicators--and the advantages of value-added indicators. It offers a critique of the average test score as a measure of school and program performance as an example based on national data.…

A brief note presenting algebraically equivalent formulas for the variances of three error types. (Author)

Purpose of this study was to examine the effect of using separate, machine scorable answer sheets on the number of marking errors made by third-, fourth-, and sixth-grade students. (Authors)

Describes some recent developments in computer programing taking place in Australia in the field of educational testing. Topics discussed include item banking and computer-assembled tests, test scoring for multiple choice and open-ended tests, item and test analysis, and test reporting. (Author/DN)

Range of analysis available, from simple scoring to corrected scores with item analysis, makes the program attractive to both inexperienced and experienced test administrators. (Authors)

Paper is concerned with the effect that ipsative scoring has upon a commonly used index of between-subtest correlation. (Author)

Study to determine whether potential bias exists in the Law School Admission Test (LSAT) which fee-free center candidates do not complete in the time available in as large a proportion as regular center candidates. (MB)

This paper proposes a general model for free-response data collected for measuring a specified unidimensional psychological process; systematizes situations which vary with respect to the scoring level of items; and finds out general conditions for the operating characteristic of an item response category to provide a unique maximum likelihood…