The method for questionnaire construction described in this paper makes it convenient to generate as many different forms for a questionnaire as there are respondents. The method is based on using the computer to produce the questionnaire forms themselves. In this way the items or subgroups of items of the questionnaire may be randomly ordered or…

This paper is the transcript of a talk given to those who use test information but who have little technical background in test theory. The concepts of modern test theory are compared with traditional test theory, as well as a probable future test theory. The explanations given are couched within an extended metaphor that allows a full description…

A new indicator of item difficulty, which identifies effectiveness ranges, overcomes the limitations of other item difficulty indexes in describing the difficulty of an item or a test as a whole and in aiding the selection of appropriate ability level items for a test. There are three common uses of the term "item difficulty": (1) the probability…

After a brief introduction and discussion of the advantages and disadvantages of questionnaires, this publication explains how to develop a questionnaire. Each of the five parts of a questionnaire (heading, procedural statements, items, comment space, and procedures for return) are discussed, with concrete examples. Guidelines for pre-test/tryout…

Both the attenuation paradox of traditional test theory and the assumption of local independence in person-item response theory have caused problems in interpretation. This paper demonstrates that the two are related concepts, and, through this demonstration, both are clarified. It is demonstrated that the breakdown of local independence leads to…

A method is described for simultaneous test construction using the Operations Research technique zero-one programming. The model for zero-one programming consists of two parts. The first contains the objective function that describes the aspect to be optimized. The second part contains the constraints under which the objective function should be…

The use of "bias elimination procedures" to reduce the racial bias of test items is discussed. These procedures were forwarded by G. R. Anrig (1988) and R. L. Linn and F. Drasgow (1987). Anrig stated that subjects who "know the same amount about a test item" should have a similar chance of answering it correctly…

The materials were developed to help prepare eleventh and twelfth graders to be successful in an academic environment when their school history indicated little chance for success. The booklet includes instructional materials to teach test-taking and note-taking, two skills many failing students lack. A syllabus is included for each unit along…

A general model for the homogeneous case of the continuous response is proposed. The model is an expansion and generalization of the one proposed by the author in 1974, in which the open response situation is dealt with. In this generalized model, the closed response situation is dealt with, and it includes the model for the open response…

This paper outlines a technique for differentially weighting options of a multiple choice test in a fashion that maximizes the item predictive validity. The rule can be applied with different number of categories and the "optimal" number of categories can be determined by significance tests and/or through the R2 criterion. Our theoretical analysis…

The relative difficulty ratio (RDR) is used as a method of representing test difficulty. The RDR is the ratio of a test mean to the ideal mean, the point midway between the perfect score and the mean chance score for the test. The RDR tranformation is a linear scale conversion method but not a linear equating method in the classical sense. The…

For use by those preparing statewide competency testing programs and those developing basic skills examinations at the postsecondary level, this paper provides guidelines for writing items for tests of basic reading skills. Following a discussion of how to choose appropriate items, how to word items, and how to select appropriate reading passages,…

As test standards and research literature in general indicate, definitions of test bias and item bias vary considerably, as do the results of existing methods of identifying biased items. The situation is further complicated by issues of content, context, construct, and criterion. In achievement tests, for example, content validity may impose…

The roles of humor and anxiety in test performance were investigated. Measures of trait anxiety, state anxiety and achievement were obtained on a sample of undergraduate students; the A-Trait and A-State scales of the State-Trait Anxiety Inventory were used. Half of the students received additional humorous items in the achievement test. The…

Two procedures for the display of item analysis statistics are described. One procedure allows for investigation of difficulty; the second plots item difficulty against item discrimination. (Author/JKS)