A strategy is described for comparing and weighting student marks on separate performance elements on the basis of statistical analysis and teacher judgment. Differences between nominal and effective weightings are discussed. (MSE)

A computer-assisted test construction system is described and discussed. The author offers the software to interested readers. (MK)

Compares methods of scoring multiple-choice tests and discusses right-number scoring, guessing, and omitted items. Test instructions and answer changing are addressed, and attempts to weight test items are reviewed. It is concluded that, since innovations in test scoring are not well-established, the number right method is most appropriate. (RAO)

Cloze testing and language performance is discussed as are two techniques for awarding partial credit: the quick performance measurement and feedback technique and the three-stage scoring hierarchy for partial credit. A figure and tables are included. (EJS)

Presents a method for evaluating student teachers' oral presentations as the final showcase stage of their portfolios. Describes assessment criteria for content, organization, accompanying materials, relationship to state standards, and delivery, as well as ways of ensuring interobserver reliability. (SK)

Discusses the use of student-generated performance rubrics as a substitute for traditional teacher-generated three-part performance objectives. Gives three examples. (MKR)

Provides an outline of a rubric for assessing instructional materials of inquiry-based activities. Discusses the strength of this rubric and how to apply it. (KHR)

Examines the purposes of the Conference on College Composition and Communication (CCCC), transformative experiences at professional conferences, and the elements of the author's literacy autobiography using a variety of common forms from first-year composition. Argues for recognition of the knowledge-building role of writing programs in two-year…

The study evaluated a distinctive feature scoring technique for List 1 of the California Consonant Test for the purpose of improving test reliability in this test used to identify errors in speech recognition made by adult listeners (N=50) with high frequency sensorineural hearing loss. (DB)

Various aspects of the computerized adaptive testing (CAT) procedure for partial credit scoring were manipulated, focusing on the effects of the manipulations on operational characteristics of the CAT. The effects of item-pool size, item-pool information, and stepsizes used along the trait continuum were assessed. (TJH)

To solve an applied research problem with bipolar data, a set of equations was developed that combined all plus and minus data combinations into unique values and scale points. The equations were tested through computer simulations and empirical tests. Resulting index scores were approximately interval and linear and easy to use and interpret.…

Whether previously noted differences in 2 sets of recommended 5-point equal-interval response anchors could have been caused by scaling too many stimuli at once was studied for scores of 110 college students. A comparison of Magnitude Estimation (MET) and Thurstone Case III illustrates the advantages of MET. (SLD)

Formal relationships are explored among several methods of linearly constrained correspondence analysis. The seven methods considered fall within one of two classes corresponding to ways of imposing linear constraints: the reparameterization method, and the null space method. A connection between these classes is established through a lemma by C.…

Essay tests are easily constructed, relatively valid assessments of higher cognitive processes but are harder to score reliably. Teachers using essay tests are advised to follow clearly designed objectives, construct all-inclusive, pilot-tested questions, develop a checklist of specific scoring points and a model answer for each question, and use…

Examined relative utility of two scoring systems for Modified Version of Bender-Gestalt Test in predicting performance on Developmental Test of Visual-Motor Integration. Findings from 53 kindergarten and 47 first grade students indicated that Qualitative Scoring System was significantly better predictor of visual-motor integration skills than…