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)

Some of the different approaches to standard setting are discussed. Brief comments and references are offered concerning strategies that rely primarily on the use of expert judgment. Controversy surrounds methods that use expert judges, as well as those using test groups to set scores empirically. A minimax procedure developed by H. Huynh, an…

States that final exams can best motivate students if the exams are counted substantially toward the final course grade. Proposes a weighting system in which a performance on the final which exceeds the student's average would be weighed more heavily than a poor performance. (CP)

This study was designed to test and expand Holland's vocational development theory by utilizing more than a single high point code in classification of personality patterns of jobs. A more "refined" and/or "subtle" difference was shown in the personality-job relationships when two high point codes were used. (Author)

Intended to familiarize persons with the scoring standards and criteria used for the 8th grade version of the Georgia Criterion-Referenced Writing Test, this scoring manual is in eight sections: (1) an introduction to the scoring dimensions and scale points; (2) definitions of the four scale points; (3) definitions of scoring dimensions and…

The standard error of measurement (SEM) is a measure of the inconsistency in the scores of a particular group of test-takers. It is largest for test-takers with scores ranging in the 50 percent correct bracket; with nearly perfect scores, it is smaller. On tests used to make pass/fail decisions, the test-takers' scores tend to cluster in the range…

The six tables presented in this paper were prepared in the belief that more educators would use the Harris-Jacobson Readability Formulas if the operations employed in those formulas to determine the estimated readability level of materials could be completed more quickly and with fewer calculations. Instructions for using the tables are included.…

Ordinal response modes for multiple choice tests are those under which the examinee marks one or more choices in an effort to identify the correct choice, or include it in a proper subset of the choices. Two ordinal response modes: answer-until-correct, and Coomb's elimination of choices which examinees identify as wrong, were analyzed for scoring…

Gilman and Ferry have shown that when the student's score on a multiple choice test is the total number of responses necessary to get all items correct, substantial increases in reliability can occur. In contrast, similar procedures giving partial credit on multiple choice items have resulted in relatively small gains in reliability. The analysis…

The standard error of measurement as a means for estimating the margin of error that should be allowed for in test scores is discussed. The true score measures the performance that is characteristic of the person tested; the variations, plus and minus, around the true score describe a characteristic of the test. When the standard deviation is used…

Each test in the Divergent Production battery requires the examinee to produce a response. Since these responses must be evaluated, the factor of rater judgment influences the reliability of scores. The problem of scoring reliability is one which pervades the literature on creativity research, where either low estimates or no estimates have been…

To date a theoretical basis has not been developed for determining changes in reliability when score points from random guessing are eliminated and those from non-randon guessing are retained. This paper presents a derivation of an expression for the reliability coefficient which displays the effect of deleting score components due to random…

A median split and a difference/median split method were used to classify college students into masculine, feminine, androgynous and undifferentiated sex role orientations using the Bem Sex Role Inventory. The difference/ median split procedure was more successful in discriminating between sex role groups and in predicting sex role ideology. (EVH)

Emrick's proposed method for determining a mastery level cut-off score is questioned. Emrick's method is shown to be useful only in limited situations. (JKS)

A new formula for the correction for chance success due to guessing was advanced and investigated, the mathematical solution of which has the property of equating the scores of fast and slow examinees of equal ability. (Author/JKS)