A scoring technique for true-false tests is presented. The technique, paired item scoring, involves combining two statements and having the student select one of the four resultants possible: true-true, false-true, true-false, and false-false. The combined item is treated as a multiple choice item. (Author/JKS)

Under the assumptions of classical measurement theory and the condition of normality, a formula is derived for the reliability of composite scores. The formula represents an extension of the Spearman-Brown formula to the case of truncated data. (Author/JAZ)

This study reexamines results reported by Angoff and Schrader regarding formula directions and rights directions for standardized tests. Methodological concerns are discussed and additional data analyses undertaken. Alternative interpretations of the data and suggestions for additional research are proposed. (Author/LMO)

Angoff and Schrader find serious statistical flaws in Albanese's index when applied to their data. After careful consideration of a reanalyses made by Albanese and interpretations, they stand firm in their original conclusion that formula scores are essentially invariant under different testing directions. (Author/LMO)

Despite the 50 percent probability of a correctly guessed response, a multiple true-false examination should provide sufficient score variability for adequate discrimination without formula scoring. This scoring system directs examinees to respond to each item, with their scores based simply on the number of correct responses. (Author/CM)

Elementary teacher candidates were pretested and posttested with the Graves Design Judgment Test. Of five approaches to analyzing change, only one, a transformation of posttest divided by pretest expressed in percentage, yielded significance. The hypothesis that a sculpture workshop and field experience would result in greater gains was not…

Two multitrait-multimethod studies were conducted to investigate the effects of two scoring formulas. The study demonstrates that tests of divergent thinking lack discriminant validity when scored in the usual manner. A percentage formula did enhance discriminant validity when originality ratings were subjectively determined. (Author/CTM)

Developed as part of the British Ability Scales for ages 2-17, the Social Reasoning Scale was initially based on Kohlberg's invariant moral development stages, although substantial modifications were later introduced. In its standardization, an age progression was noted. Administration procedures, scoring criteria, and an illustrative example are…

Supports arguments against general use of change scores and recommends the Lord/McNemar estimates of true change. Provides a numerical example illustrating the reliability problem and the problem of the prediction of true change from various linear composites of initial and final measures. (Author)

Three nonparametric alternatives to the parametric Bartlett test are presented for handling the K-sample equality of variance problem. The two-sample Siegel-Tukey test, Mood test, and Klotz test are extended to the multisample situation by Puri's methods. These K-sample scale tests are illustrated and compared. (Author/GDC)

The Alternate Uses test was administered to 60 college students to measure originality; scores were based on subjective judgment, statistical infrequency, and random numbers. Findings indicated that either new scoring methods or statistical methods for controlling ideational fluency should be developed. (MH)

Discusses science evaluation studies that seek to determine quantitatively the contribution of different authors, departments, or countries to the whole system, and suggests that different scoring methods can yield totally different rankings. Presents formulas for counting procedures, nontrivial examples of anomalies, and possible solutions.…

This study evaluated the use of bivariate matching as a solution to the problem of studying differential item functioning (DIF) with formula scored tests. Using Scholastic Aptitude Test verbal data with large samples, both male/female and black/white group comparisons were investigated. Mantel-Haenszel (MH) delta-(D) DIF values and DIF category…

Procedures for correcting for guessing and for assessing partial knowledge (correction-for-guessing, three-decision scoring, elimination/inclusion scoring, and confidence or probabilistic scoring) are discussed. Mean scores and internal consistency reliability estimates were compared across three administration and scoring procedures for…