Research indicates that many questions on reading comprehension tests can be answered from previous knowledge and are not dependent upon the passages in the tests. (MKM)

Some speculations regarding the response tendencies of a group of first graders are examined for ten test items. (JT)

A method of estimating item characteristic functions is proposed, in which a set of test items, whose operating characteristics are known and which give a constant test information function for a wide range of ability, are used. The method is based on maximum likelihood estimation procedures. (Author/JKS)

Outlined is a method for teaching reading through naming and reviewing the names of various foods. (SBH)

High item discrimination can indicate a special kind of measurement disturbance via an item that gives high-ability persons a special advantage. The measurement disturbance is described, which occurs when an item is sensitive to individual differences on a second, undesired dimension that is correlated with the variable intended to be measured.…

Evaluated the hypothesis that a response set accounts for relationships between obvious or subtle statements and criteria by assessing the discriminant validity of two Minnesota Multiphasic Personality Inventory (MMPI) scales subdivided on the obvious-subtle dimension. The full scales appear to possess more discriminant validity than their obvious…

Examined the subjectivity of the Harris-Lingoes Minnesota Multiphasic Personality Inventory (MMPI) content subscales by asking expert judges (N=13) to group items from appropriate clinical scales that represented similar content, attitudes or traits. Results showed nine replicated subscales were highly similar and nine were moderately similar to…

Analyzed the intercorrelations among the 11 subtests of the Wechsler Adult Intelligence Scale-Revised (WAIS-R) in the nine age groups in the normative sample. Results suggested that the factor structure underlying the WAIS-R is complex and that a large proportion of WAIS-R performance can be explained by a general intellectual factor. (LLL)

Study compared three item arrangements on a classroom test: arrangement by subject matter, arrangement by ascending order of difficulty, and arrangement by ascending order of difficulty within subject-matter subtests. (Authors/CB)

An algorithm, based upon factor analytic theory, is presented to illustrate one solution to the problem of selecting items for a test. (Authors)

In comparison with other predictors as intelligence, aptitude, interest, and personality, biographical items had vastly superior validity. (Author)

It was found test item arrangement does not significantly influence test results. (CK)