A computer program to process student examination results is outlined. The objectives and basic structure of the program are discussed, but details of the coding of the program are omitted. The way in which the computer can save a great deal of time and effort is addressed. (JMD)

Using data from the SCRE Criterion Test composition papers, the author tests the hypothesis that the bulk of inter-marker unreliability is caused by inter-marker inconsistency--which is not correctable statistically. He suggests that a shift to "consensus" standards will realize greater improvements than statistical standardizing alone.…

Some perceived difficulties with conventional multiple choice tests are mentioned, and a modified form of examination is proposed. It uses a computer program to award partial marks for partially correct answers, full marks for correct answers, and check for widespread misunderstanding of an item or subject. (MSE)

No WISC-R IQ scale is immune to serious scoring errors. Inspection of the standard deviations reveals that the score an examinee receives for a given performance on WISC-R content can easily vary by six to eight IQ points. (Author)

An inexpensive, flexible, and practical method for providing students with immediate feedback, not only on tests but also on other forms of instructional materials, is described. Latent image materials needed include: a spirit master, a transfer sheet, a spirit duplicator, and a latent image developer. (MLW)

An interval scaling procedure was used to interpret the Rokeach Value Survey. Success based on student's perceived success was significantly correlated with grade point average. The modified Rokeach discriminated more successful from less successful students at levels significantly beyond chance. (Author/CP)

There are difficulties in expressing effect sizes on a common metric when some studies use transformed scales to express group differences, or use factorial designs or covariance adjustments to obtain a reduced error term. A common metric on which effect sizes may be standardized is described. (Author/RL)

Investigated scoring agreement among three different training levels of Visual Motor Integration Test (VMI) diagnosticians. Correlational data demonstrated high interexaminer reliabilities; however, there were gross errors in precision after raw scores had been converted into VMI age equivalent scores. (Author/RC)

The Selected Marker Tests were examined for scoring problems and internal consistency and were administered orally to sixth and seventh graders. Scoring problems were discovered and changes were suggested. The problem was found to be item reliability rather than interrater reliability. (Author/MH)

Supposing different values of the standard measurement error, the relation of scale coarseness to the total amount of error is studied on the basis of probability distribution of error. The analyses are performed within two models of error and with two criteria of amount of error. (Editor/SJL)

Describes a point grading system designed to provide students with some academic freedom and to set up concrete criteria for successful cognitive, affective, and psychomotor behavior. (Author/MA)

Absolute ratings on the Microcounseling Skill Discrimination Scale (MSDS) confound the individual's use of the rating scale and actual ability to discriminate effective and ineffective counselor behaviors. This note suggests methods of scoring the MSDS that will eliminate variability attributable to response language and improve the validity of…

Five forms of a basic science examination administered over three years in a national board testing program were analyzed to determine the stability of judged cut scores. Results indicate that cut scores derived from the modified Nedelsky procedure were within equating error of the Rasch equated cut scores over the five administrations. (SLD)

Examined mothers' accuracy in predicting the responses their children gave and the scores they achieved on two standardized vocabulary tests. Findings indicate that the overall estimates by mothers of language-impaired children were more accurate than those by mothers of language-normal children. (28 references) (Author/CK)

Discusses problems with scoring reliability of the Vermont Education Department's writing portfolio test, particularly the difficulties teachers face in agreeing upon scoring criteria. (PA)