Point systems in intramural competition do not accurately reflect the participation value of each sport. A system is presented in which point values are automatically adjusted to differences in group participation from sport to sport. This system is based on the set number of participants per sport and on the number of contests played per season.…

On distractor-identification tests students mark as many distractors as possible on each test item. A grading scale is developed for this type testing. The score is optimal in that it yields an unbiased estimate of the student's score as if no guessing had occurred. (Author/JKS)

Techniques for obtaining time perspective data were examined. Undergraduates responded to a questionnaire containing one of three formats for reporting anticipated future life-events, varying in structure imposed on respondents. Temporal estimates of life-event occurence were coded using two procedures, both permitting a near and a far value.…

Use of choice-weighted scores as a basis for assigning grades in college courses was investigated. Reliability and validity indices offer little to recommend either type of choice-weighted scoring over number-right scoring. The potential for choice-weighted scoring to enhance the teaching/testing process is discussed. (Author/GK)

Test results of 915 high school students taking a history examination with a choice of topics show that students were generally able to pick the topic on which they could get the highest score. Implications for fair scoring when topic choice is allowed are discussed. (SLD)

Discusses findings of a survey of 304 elementary school teachers from six eastern Massachusetts school districts. Teachers' values often conflicted with their school districts' formal grading systems. (LMI)

Explains the rubrics the author has developed to assure some degree of consistency in grading among instructors and teaching assistants in various sections of the same writing course. Finds these rubrics particularly useful for evaluating individual student performance in group projects. (SG)

Attempts to place the issues associated with computer-automated scoring within the context of current validity theory and presents a taxonomy of automated scoring procedures as a framework for discussing threats to validity that may take on increased importance for specific approaches to automated scoring. (SLD)

An alternative method for scoring adaptive tests, based on number-correct scores, is explored and compared with a method that relies more directly on item response theory. Using the number-correct score with necessary adjustment for intentional differences in adaptive test difficulty is a statistically viable scoring method. (SLD)

The uses and abuses of cut scores are examined. The article demonstrates (1) that cut scores always entail judgment; (2) that cut scores inherently result in misclassification; (3) that cut scores impose an artificial dichotomy on an essentially continuous distribution of knowledge, skill, or ability; and (4) that no true cut scores exist. (SLD)

Examined a method of student self- and peer assessment involving student construction of grading criteria using exemplars. Found that the use of exemplars can help students demonstrate greater understanding of both grading criteria and subject standards, and that the use of exemplars forms a focus for meaningful formative feedback. (EV)

Provides advice on designing scoring rubrics, rating scales as opposed to checklists, for use with performance assessments. Discusses holistic and analytic rubrics, and lists the steps in rubric development. (SLD)

Data used in a major review of the system for reporting scores on the Medical College Admission Test (MCAT) are presented and discussed. The data demonstrated the value of the current score-reporting system and led to retention of the 15-point MCAT score scale in 1991. (Author/MSE)

Multilinear formula scoring (MFS) is reviewed, with emphasis on estimating option characteristic curves (OCSs). MFS was used to estimate OCSs for the arithmetic reasoning subtest of the Armed Services Vocational Aptitude Battery for 2,978 examinees. A second analysis obtained OCSs for simulated data. The use of MFS is discussed. (SLD)

Simulation techniques were used to generate conventional test responses and track the proportion of alternatives examinees could classify independently before and after taking the test. Finite-state scores were compared with these actual values and with number-correct and formula scores. Finite-state scores proved useful. (TJH)