Three different applications of the testlet concept are presented, and the psychometric models most suitable for each application are described. Difficulties that testlets can help overcome include (1) context effects; (2) item ordering; and (3) content balancing. Implications for test construction are discussed. (SLD)

The four main subsystems of the MicroCAT Testing System for developing, administering, scoring, and analyzing computerized tests using conventional or item response theory methods are described. Judgments of three users of the system are included in the evaluation of this software. (SLD)

The use by 31 reading specialists, compensatory education teachers, and secondary reading teachers of Angoff and Nedelsky methods for setting cutting scores for a high-school graduation test in reading comprehension was studied. The Angoff method provides a wider variety of information and yields estimates closer to actual p values. (TJH)

Developmental standard score scales produce unrealistic expectations for growth of low-achieving students only if the low-achieving students are tested in an inappropriate way. Examples illustrate the unrealistic nature of such score scales when applied to the testing of learning disabled and Chapter One students. (SLD)

A procedure where homework assignments are collected, graded, and returned each week is suggested. Students were used to grade each other's homework against copies of the solutions according to criteria established at the beginning of the course. Student response has been positive. (MVL)

The borderline group standard-setting method (BGSM), Nedelsky method (NM), and Angoff method (AM) were compared, using reading scores for 1,948 and mathematics scores for 2,191 sixth through ninth graders. The NM and AM were inconsistent with the BGSM. Passing scores were higher where students were more able. (SLD)

When multiple-choice answer sheets are printed in the latent-image format, students may be required to select alternatives until they identify the correct one. This provides immediate feedback and permits use of more complicated test formats, but it also introduces novel ways to cheat and may engender substantial anxiety in test-takers unless…

Explains how peer scores can be used to constitute one part of students' grades on group projects. Contributions students make to a project are defined in four categories: creativity/ideas contributed, research/data collection, writing/typing/artwork, and organizing/collating. A scoring rubric for these categories is presented. (PR)

Progress, or lack thereof, in the development of ability testing is reviewed. Current tests, though inadequate, respond to the demands of test consumers. Test publishers must look ahead to changing demands and begin to lead the market, rather than follow it, by drawing on basic research in testing. (SLD)

A framework is provided for examining the validity of performance standards for high-stakes achievement tests. Assumptions that need to be evaluated are that the passing score corresponds to specified performance standards and that the specified standard is reasonable given the purpose of the decision. (SLD)

Several methods for determining a passing score on an examination from individual raters' estimates of minimal pass levels were compared through simulation. The methods used differed in the weighting estimates for each item received in the aggregation process. Reasons why the simplest procedure is most preferred are discussed. (SLD)

The scoring system in cross-country running illustrates that the way in which results are reported and the opportunity to improve through hard work can provide crucial incentives. Establishing incentives that make students dissatisfied with their present effort without being overwhelmed or made fatalistic is a challenging task. (SLD)

Provides specific techniques and tools to help students improve their self-assessment skills based on the evaluation component of the Big6 information problem-solving process. Highlights include an "Ask & Answer" sheet, formative assessment, group participation assessment, and scoring guides. (LRW)

Describes a program-specific assessment rubric that can be used as a tool to help facilitate and implement the National Science Education Standards with regard to science as inquiry. Presents an overview of the inquiry-based inservice program and discusses the development and use of the rubric with program participants. Contains 36 references.…

Sixth-grade class members met Washington state writing standards by creating their own newspaper and using rubrics to remind themselves of the requirements each article had to meet. Student activities were also linked to the Foxfire core practices. Student comments are included, demonstrating their development as independent, self-directed…