A smoothed version of standardization, which merges kernel smoothing with the traditional standardization differential item functioning (DIF) approach, was used to examine DIF for student-produced response (SPR) items on the Scholastic Assessment Test (SAT) I mathematics test at both the item and testlet levels. This nonparametric technique avoids…

A study examined the correlation between students' placement test scores on a multiple-choice test and their passing rate on the Advanced Placement (AP) language exam. Statistics show that the number of students taking advanced placement tests is increasing, and a review of the literature supports the need for further research in the area of…

Educational reform efforts have led to increased use of alternatives to the traditional binary-scored multiple choice item. Many stimuli employed by these alternative assessments yield complex responses that require complex scoring rules. Some of these new item types can be polytomously-scored. Differential item functioning (DIF) assessment is a…

This document contains four certification examinations (Forms A-D) for a certified nurse assistant in Missouri. Each of the four test booklets contains general instructions for completing the information section of the answer sheet, general instructions for taking the certification examination, and 100 questions. All test problems are in a…

This document contains four certification examinations (Forms 1-4) for a health services assistant in Missouri. Each of the four test booklets contains general instructions for completing the information section of the answer sheet, general instructions for taking the certification examination, and 100 questions. All test problems are in a…

This study attempts to show that information about one aspect of test rationale affects performance in a predictable manner. (Author/DEP)

Twenty-two teachers were asked to give their opinion as to the ability being tested by each item in two multiple-choice examination papers. (Author)

A survey gathered information on the uses of writing assessment and its potential impact on writing instruction, programs, and students. Respondents, 128 members (out of a random sample of 350) of the Conference on College Composition and Communication (CCCC) from four-year colleges, two-year colleges, and institutions offering graduate degrees,…

The present investigation was intended to provide information on the type of strategies employed by learning disabled (LD) students on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and non-disabled students. Students attending…

College undergraduates (n=38) were administered identical multiple choice tests with randomly presented answer-sheets numbered either vertically or horizontally. Of the originally-scheduled four tests during the semester, tests one and three were retested with entirely different test questions, also multiple choice, resulting in scores from tests,…

This social studies achievement test for grade 3 contains 50 multiple choice questions in 3 parts. Part 1 covers communities in Canada today, while part 3 focuses on knowledge about special communities in Alberta (Canada). Part 2 covers the lifestyles of the early settlers. The questions require knowledge of map reading, manufacturing, food…

Instructors can use both "multiple-choice" (MC) and "constructed response" (CR) questions (such as short answer, essay, or problem-solving questions) to evaluate student understanding of course materials and principles. This article begins by discussing the advantages and concerns of using these alternate test formats and…

The present study was initiated to investigate the comparability of multiple-choice and true-false item formats when the time necessary to respond to each type of item was equated empirically. (Editor)