THIS STUDY WAS THE FIRST PHASE OF A THREE-PART PROJECT WHOSE GOAL IS TO ESTABLISH VALID CRITERIA FOR IDENTIFYING THE HOUSE-TREE-PERSON (H-T-P) DRAWINGS OF NORMAL CHILDREN THROUGHOUT THE ELEMENTARY SCHOOL YEARS. THE SPECIFIC OBJECTIVES OF THIS STUDY WERE (1) TO IDENTIFY WHICH ITEMS OF THE H-T-P TEST CHARACTERIZE NORMAL DEVELOPMENT THROUGH GRADES 2,…

Structured Key-word Analysis is a computerizable technique for objectively analyzing the natural language responses to open-end questions. Key-words are frequently used content words. Pairs of key-words that appear together in protocols either extremely often or extremely seldom (compared with the probability of co-appearance) are termed conjoint…

The purpose of this study was to determine if answer sheet design, particularly a self-scoring answer sheet, was a differential variable of test anxiety. Data for the study was gathered from the administration of pre and post anxiety tests, given in conjunction with an in class psychology exam. Students in the control group used conventional IBM…

The Career and Occupational Development (COD) assessment of the National Assessment of Educational Progress (NAEP) was made up of about 70 percent free response exercises requiring hand scoring. This paper describes the techniques used in developing the "scoring guides" for these exercises and summarizes the results of two empirical…

Two groups of continuing education students were tested using three of Viktor Lowenfeld's tests of visual-haptic perception. The scores from the three tests were added to yield a score which identified an individual's location on Lowenfeld's visual-haptic continuum. The investigation also uncovered scoring problems with two of the tests which had…

Suggests a monolingual, strictly oral "multiple choice" testing system, with suggestions regarding method, correcting and grading. (Text is in German.) (IFS/WGA)

Research studies that have investigated the use of mastery testing models and other related techniques are examined. A review of the procedures suggested for setting the pass fail point is also discussed. (Author/DEP)

When multiple-choice tests are scored in the usual manner, giving each correct answer one point, information concerning response patterns is lost. A method for utilizing this information is suggested. An example is presented and compared with two conventional methods of scoring. (Author/JKS)

Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. The results suggest that, even with the improved WISC-R manual, scoring remains a difficult and challenging task. (Author)

A study examined the usefulness of "dangerous answers", or incorrect answers that if implemented, would be dangerous in patient care, as a technique for scoring on certifying examinations and found that 10% of the passing students gave more than average dangerous answers. (MSE)

Four dozen departments at the University of Tennessee, Knoxville, are using faculty-developed exit examinations for majors as one component of a comprehensive program evaluation process. The experience of 11 program faculties in developing and using such examinations are summarized. (Author/MLW)

Discusses design, development, and evaluation of scales used in counseling psychology research. Describes methods of scale construction including the Thurstone, Q-sort, rank-order methods, Likert, semantic differential, Guttman, Rasch, and external criterion methods. Presents ways of evaluating newly developed scales. Discusses measurement versus…

A study revealing wide variation in the grading of electronics engineering test items by different evaluators has implications for evaluator and test item selection, analysis and manipulation of grades, and the use of numerical methods of assessment. (MSE)

This study examined the reliability of holistic scoring for a sample of essays written during the Spring 1985 MCAT administration. Analysis of variance techniques was used to estimate the reliability of scoring and to partition score variance into that due to level differences between papers and to context-specific factors. (Author/LMO)

Presents data indicating substantial differences in scoring the Miner Sentence Completion Scales used in the Bartol et al. study between the original scorers and both Miner and Ebrahimi. Analyses indicate that the Bartol et al. results are a consequence of scoring errors often found among less experienced scorers. (Author/BH)