This article reviews recent investigations into intentionality (use of motive information) in young children's moral judgments. Intentionality has been shown to vary as a function of the vignette used to measure it. The educational implications of Piagetian theory and cognitive social learning theory for moral development are discussed.…

A question and answer dialogue is presented that addresses some of the common barriers encountered by writers of criterion-referenced tests. The guidelines deal with performance objectives, intended outcomes, test items for higher levels of learning, compiling test items, managing item construction, and limitations of the criterion test. (JMD)

A broad-range tailored test of verbal ability, appropriate at any level from fifth grade upwards, is briefly described. The test score places persons at all levels directly on the same score scale. (Author/RC)

Issues that must be addressed in the large-scale application of computerized adaptive testing are explored, including considerations of test design, scoring, test administration, item and item bank development, and other aspects of test construction. Possible solutions and areas in which additional work is needed are identified. (SLD)

Presents a study that examines how junior high students' performance on test item training is affected by previous training in writing test items. Reveals that because of the training, students better understood test item stems and their generation. Includes references. (CMK)

Efficiency, precision, and concurrent validity of results from adaptive and fixed-item music listening tests were studied using: (1) 2,200 simulated examinees; (2) 204 live examinees; and (3) 172 live examinees. Results support the usefulness of adaptive tests for measuring skills that require aurally produced items. (SLD)

Combined multiple regression and classification and regression tree (CART) analyses to study the interrelationships of variables that affect the item difficulty of items on tests of second language reading and listening comprehension. Results for 214 computerized items completed by 87 nonnative English speakers show the value of synthesizing…

A study evaluated the use of a "none-of-these" option on multiple-choice achievement tests in undergraduate dental education. Results indicated this option neither enhanced nor diminished examinee performance stability but did reduce the examinee's opportunity to select correct choices by means unrelated to course objectives, thereby enhancing…

The relevance of verbal reports of thinking for validating multiple-choice critical thinking tests was examined. Results from 342 senior high school students in Newfoundland (Canada) indicate that verbal reports can meet a necessary condition of validation data and collecting data does not alter thinking and performance. (SLD)

Intellectual abilities were measured for 217 German and 205 American college students using tests (in the subjects' native languages) in which equivalence was established by an item-response theory-based differential-item-functioning (DIF) analysis. Comparisons between groups were not the same before and after removal of DIF items. (SLD)

The accuracy and relations between 38 undergraduates' knowledge of content and origin of course information were examined. Results indicate a relationship between correct answers on a multiple-choice test and knowledge concerning the origin of information pertinent to the answers. Findings are discussed in terms of a reality-monitoring model. (TJH)

Two alternatives to traditional item analysis and reliability estimation procedures are considered for determining the difficulty, discrimination, and reliability of optional items on essay and other tests. A computer program to compute these measures is described, and illustrations are given. (SLD)

Discusses problems with the current trend in using behavior trait-based criteria to assess English-as-a-Second-Language productivity skills, and describes alternatives to such testing that involve the matching of linguistic tasks against nonlinguistic criteria. (Author/CB)

Examined are the global issues of population growth, world hunger, air quality and atmosphere, and water resources in 10 middle school science textbooks. Less than two percent of text pages were devoted to these issues and no significant differences were found between textbook series. (Author/YP)

The grading of high school physics students as a function of conceptual versus nonconceptual performance is investigated. The nonconceptual means a routine substitution in equations or direct recall. Students scoring highest on one type of question are far from distinguished on another type of question. (YP)