Findings from a study with approximately 200 first-year University of Calgary (Canada) nursing students provide evidence that the use of negation (e.g., not, except) should be limited in stems of multiple-choice test items and that a single-response negatively worded item should be converted to a multiple-response positively worded item. (SLD)

Reports a study investigating the utility of 52 items, selected from a readily available item pool developed for instructional purposes, when the items are used to measure critical thinking abilities of biology students. The items had reasonably good internal consistency reliability and good concurrent validity. (PR)

The PARallELogram Analysis (PARELLA) model is a probabilistic parallelogram model that can be used for the measurement of latent attitudes or latent preferences. A method is presented for testing for differential item functioning (DIF) for the PARELLA model using the approach of D. Thissen and others (1988). (SLD)

Context-dependent item sets, containing a subset of test items related to a passage or stimulus, are discussed. A brief review of methods for developing item sets reveals their potential for measuring high-level thinking. Theories and technologies for scoring item sets remain largely experimental. Research needs are discussed. (SLD)

The National Assessment of Educational Progress (NAEP) makes possible comparison of groups of students and provides information about what these groups know and can do. The scale anchoring techniques described in this chapter address the latter purpose. The direct method and the smoothing method of scale anchoring are discussed. (SLD)

An extension is proposed for the network algorithm introduced by C.R. Mehta and N.R. Patel to construct exact tail probabilities for testing the general hypothesis that item responses are distributed according to the Rasch model. A simulation study indicates the efficiency of the algorithm. (SLD)

A test theory using only ordinal assumptions is presented, based on the idea that the test items are a sample from a universe of items. The sum across items of the ordinal relations for a pair of persons on the universe items is analogous to a true score. (SLD)

Derivations of several item selection algorithms for use in fitting test items to target information functions (IFs) are described. These algorithms, which use an average growth approximation of target IFs, were tested by generating six test forms and were found to provide reliable fit. (SLD)

A loglinear item response theory (IRT) model is proposed that relates polytomously scored item responses to a multidimensional latent space. The analyst may specify a response function for each response, and each item may have a different number of response categories. Conditional maximum likelihood estimates are derived. (SLD)

Interviews were conducted with 104 students in masters' level classes to determine their reasons for changing test answers. Subjects previously had been instructed in answer-changing strategies. Most changes were for thought out reasons; few were because of clerical errors. Reconsideration of test items is probably underestimated in…

Describes questioning methods trainers can use to uncover training needs (interviews, surveys, test questions, program evaluations). Illustrates the use of questions at the beginning, middle, and end of training sessions. (SK)

A new test construction model based on the Rasch model is proposed. This model, the cluster-based method, considers groups of interchangeable items rather than individual items and uses integer programing. Results for six test construction problems indicate that the method produces accurate results in small amounts of time. (SLD)

The use of the "none-of-the-above" option (NOTA) in 20 college-level multiple-choice tests was evaluated for classes with 100 or more students. Eight academic disciplines were represented, and 295 NOTA and 724 regular test items were used. It appears that the NOTA can be compatible with good classroom measurement. (TJH)

Combining Rasch and latent class models is presented as a way to overcome deficiencies and retain the positive features of both. An estimation algorithm is outlined, providing conditional maximum likelihood estimates of item parameters for each class. The model is illustrated with simulated data and real data (n=869 adults). (SLD)

A scenario and accompanying questions and answers are posed to help educators examine possible problems in interpreting a student's test score profile. Profiles developed and used soundly are very helpful, but possible pitfalls in test interpretation must be recognized. (SLD)