A good test used to measure student's knowledge and abilities is useful educationally even if it does not teach directly. Article based on address at American Society for Engineering Education's North Midwest Section Effective Teaching Institute, March 1969. (IR)

This study was submitted in partial fulfillment of the requirements for the M.Ed. degree at Texas Technological College under the supervision of R.A. Berger, 1968.

The test-retest stability of the Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) was examined in a group of 43 hearing impaired children and adolescents. Test-retest correlations for Ss retested after approximately one year, three years, and five years were .79, .85, and .62 respectively. (Author)

An exploratory study of the effects of essay length on scoring reliability is presented. While results fail to confirm statistically a length effect that is either overall or in individual scorers, it is suggested that such an effect may emerge in a larger sample. Further research is suggested on the effects of length and grade level on marking.…

The reliability of differences between pretest and posttest measures with intervening experimental treatment can be highly reliable under some conditions. If the error components of pretest and posttest measures are correlated, the classical formula for the reliability of differences underestimates the actual reliability of gains. (Author/CM)

The Bruininks-Oseretsky Test of Motor Proficiency was evaluated to determine test-retest reliability and if there were presensitizing effects at retest for four- to five-year olds. Test reliability was significantly high. No significant test sensitization of the short form to retesting with the short form or subtests was found. (Author/RD)

Two indices for assessing the efficiency of decisions in mastery testing are proposed. The indices are generalizations of the raw agreement index and the kappa index. Empirical examples of these indices are given. (Author/JKS)

A necessary and sufficient condition for a perfectly homogeneous test in the sense of Loevinger is stated and proved. Using this result, a formula for computing the maximum possible KR-20 when the test variance is assumed fixed is presented. A new index of test homogeneity is also presented and discussed. (Author/BW)

Data on the validity, reliability, and internal consistency of the test are presented to show that it can reliably predict the intelligibility of running speech. (Author)

The magnitude of statistical bias for the phi-coefficient was investigated, using computer simulated examinations in which all the students had equal knowledge. Several modifications of phi were tested, but when applied to real examinations, none succeeded in improving its reproducibility when items are re-used on equivalent student groups.…

On a multiple-choice test in which each item has k alternative responses, the test taker is permitted to choose any subset which he believes contains the one correct answer. A scoring system is devised. (Author/CTM)

Three types of validity are discussed: content, criterion, and construct. It is suggested that those who teach and evaluate student writing should be aware of the need for valid and reliable measures of evaluating and grading student compositions. (KC)

A modification of the method of reciprocal averages for scaling multiple choice data is proposed. The proposed method handles the data in a piecewise fashion and allows for faster convergence to a solution. (Author/JKS)