Kaiser and Michael reported a formula for factor scores giving an internal consistency reliability and its square root, the domain validity. Using this formula is inappropriate if variables are included which have trival weights rather than salient weights for the factor for which the score is being computed. (Author/RL)

Five English language scripts which had been part of an external examination were copied in five contrasting styles of handwriting, and distributed as a marking exercise to groups of practicing teachers. Findings suggest that in some cases how the essay is written is almost as critical as the essay content. (Author/KC)

Encourages writing teachers to use a grading system that employs checkmarks rather than letter grades to indicate whether a student paper has met the criteria established for the course. (DD)

Two doctoral level school psychologists independently scored 50 McCarthy drawing booklets. Children producing the drawings ranged from 5-11. Interscorer reliability for Draw-A-Design was .93 and for Draw-A-Child was .96. No significant differences occurred in the mean score for either test across scores. (Author)

Discusses the use of rubrics in assessment in science education. Highlights types of rubrics and benefits of rubrics in the classroom. Outlines steps to assist educators in constructing a first rubric or refining a current rubric. (JRH)

Developed a test of basic computer proficiency, examined its properties using parametric test scoring methods, and identified antecedents and consequences of differences in performance. Data from 1,520 Internet users suggest that the test yields an approximately unidimensional measure of basic computer proficiency. (SLD)

Explains the use of rubrics which can provide students with the quality criteria, guidelines, or standards of evaluation connected to an assignment. Highlights include rubric characteristics; clearly stated expectations; steps for developing a rubric; and a list of resources on rubrics. (LRW)

Describes Primary Trait Analysis (PTA) as a technique for instructors interested in classroom-based assessment. Provides a history of PTA at Raymond Walters College (RWC) and explains how RWC faculty developed PTA scales to communicate learning objectives and evaluative criteria to students. Provides several specific scales as examples. (EV)

Developed a hybrid procedure for number correct scoring that uses test item weights based on multidimensional item response theory and total test scores based on classical true score theory. Simulation results show that all scoring methods in the study generated estimated and true scores that were highly correlated, but the hybrid method resulted…

Test misgrading is treated as a stochastic process. The expected number of misgradings, inter-occurrence time of misgradings, and waiting time for the "n"th misgrading are discussed based on a simple Poisson model and a hierarchical Beta-Poisson model. Examples of model construction are given. (SLD)

Develops two procedures for estimating individual-level conditional standard errors of measurement for scale scores, assuming tests of dichotomously scored items. Compares the two procedures to a polynomial procedure and a procedure developed by L. Feldt and A. Qualls (1998) using data from the Iowa Tests of Basic Skills. Contains 22 references.…

Takes a critical look at the assessment scheme by discussing underlying philosophies of teaching and what effects they may have on students. (ASK)

Reviews a number of promising methods for setting performance standards and discusses their strengths and weaknesses. Outlines some areas for future research that address the role of feedback to panelists and validation efforts for performance standards among other topics. (SLD)

An alternative approach for item response theory observed-score equating is described. Number-correct score distributions are integrated over theoretical or empirical distributions of examinees' estimated trait levels. Comparisons with alternative methods are made. The method can be implemented without the need to estimate trait level for…

For more than ten years, the Oregon Department of Education has been developing and refining a tool to assess students' performance on inquiry-based lessons. The tool they developed, the Science Inquiry Scoring Guide, is a rubric that is tied directly to science education standards and benchmarks set by the state legislature. Ideally, all grade…