This simulation investigated two procedures that reduce differences between paper-and-pencil testing and computerized adaptive testing (CAT) by making CAT content sensitive. Results indicate that the price in terms of additional test items of using constrained CAT for content balancing is much smaller than that of using testlets. (SLD)

Previous work on the effects of dimensionality on parameter estimation for dichotomous models is extended to the graded response model. Datasets are generated that differ in the number of latent factors as well as their interdimensional association, number of test items, and sample size. (SLD)

Using the generalized partial-credit item response theory (IRT) model, polytomous items from the 1991 field test of the National Assessment of Educational Progress reading test were calibrated with multiple-choice and open-ended items. Polytomous items provide more information than dichotomous items. (SLD)

In two experiments involving 260 college students, the generation effect, which occurs when individuals remember materials they have generated better than materials generated by others, was studied. Results support the generation effect and indicate that it occurs in a natural setting but only for test items targeted by generating students. (SLD)

An expert system administered study questions from the Certified Public Accountant (CPA) and Certified Management Accountant (CMA) exams and others designed for textbooks to 113 accounting students. CPA/CMA questions were more difficult (71% correct compared to 74% for others); CMA questions were more challenging than CPA ones (67% to 73%…

A method is presented for estimating the accuracy and consistency of classifications based on test scores. The reliability of the score is used to estimate effective test length in terms of discrete items. The true-score distribution is estimated by fitting a four-parameter beta model. (SLD)

Classically parallel, tau-equivalently parallel, and congenerically parallel models representing various degrees of part-test parallelism and their appropriateness for tests composed of multiple item formats are discussed. An appropriate reliability estimate for a test with multiple item formats is presented and illustrated. (SLD)

To determine whether or not there are systematic differences in the psychometric properties of items in the vocabulary test of the Swedish Scholastic Aptitude Test, data from test administrations from 1984 through 1988 (over 50,000 students) were analyzed. The systematic relationships between word characteristics and psychometric properties are…

Effects of random responding and malingering on Minnesota Multiphasic Personality Inventory 2 (MMPI-2) validity scales were studied with 173 graduate and undergraduate University of Kentucky (Lexington) students. Inconsistent responding and malingering produced significant elevations on the validity scales, with the dissimulation scale appearing…

The concept of item discrimination is generalized to the case in which more than one ability is required to determine the correct response to an item, using the conceptual framework of item response theory and the definition of multidimensional item difficulty previously developed by M. Reckase (1985). (SLD)

Argues that multiple-choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)

Two item-writing rules were tested: phrasing stems as questions versus partial sentences; and using the "none-of-the-above" option instead of a specific content option. Results with 228 college students do not support the use of either stem type and provide limited evidence to caution against the "none-of-the-above" option.…

Reviews studies and tests that show how discourse analysis has contributed to the theory, research, and development of language testing, covering the relations among discourse analysis and competence and testing theory; research on language tests and tasks; and task development. A 60-citation unannotated bibliography is included. (CB)

Although the American College Testing Program (ACT) items were somewhat changed in 1989-90 and are not directly comparable with the previous year's scores, some see stability in the new scores. Improved minority group performance is attributed in part to greater participation in college-preparatory classes. (MSE)

The delta method was used to derive standard errors (SES) of the Levine observed score and Levine true score linear test equating methods using data from two test forms. SES derived without the normality assumption and bootstrap SES were very close. The situation with skewed score distributions is also discussed. (SLD)