In scoring multiple-choice tests, a score of 1 is given to right answers, 0 to unanswered questions, and some negative score to wrong answers. This paper discusses the relation of this negative score to the assumption made about the partial knowledge with the subjects may have. (Author/GDC)

The Test Analysis Program (TAP) is a comprehensive, flexible computer system designed to score and to analyze objective educational tests. The goals of the designers were to construct a program which would be user-oriented, flexible, and clear in structure and in output. (Author/JKS)

Using a new coefficient, a rescaling of the Bayes risk is examined and a modification of this coefficient is described which yields an index that always has a value between zero and one. (Author/MH)

The results of this investigation support the hypothesis that the position in which female gymnasts appear in their within-team order of performance affects the scores they receive from nationally and regionally certified gymnastics officials. (MM)

Using parameter estimates the computer program calculates the negative hypergeometric distribution and computes the classification proportions: suitable-accepted, suitable-not accepted, not suitable-accepted, and not suitable-not accepted. (RC)

Determining whether score distributions differ on two or more test forms administered to samples of examinees from a single population is explored using three statistical tests using loglinear models. Examples are presented of applying tests of distribution differences to decide if equating is needed for alternative forms of a test. (SLD)

Investigated potentially biased scale items on the Center for Epidemiological Studies Depression scale (CES-D; Radloff, 1977) in a sample of 600 adults. Overall, results indicate that the scoring method has an effect on differential item functioning (DIF), and that DIF is a property of the item, scoring method, and purpose of the assessment. (SLD)

Compared three developmental stage scoring systems in analyzing judgment interviews with 209 children and adults. Scoring systems were: (1) the Standard Issue Scoring System (A. Colby and L. Kohlberg, 1987); (2) the Good Life Scoring System (C. Armon, 1984); and (3) the Hierarchical Complexity Scoring System (M. Commons and others, 2000).…

Offers guidelines and illustrations for developmental writing teachers to help them implement holistic assessment of student writing. Presents a rationale for separating assessment and placement. Discusses the design of writing tasks and the training of raters. Includes a sample scoring rubric. (DMM)

Examined interpretations of 100 career counselee's responses to Self-Directed Search (SDS). Found that agreement between scales identified as relevant was as high as agreement among counselors, insignificant correlations between counselors' judgments of counselee's degree of interest crystallization and Holland's (1985) measure of consistency, and…

Examines three scoring methods: (1) item-by-item scoring; (2) holistic scoring; and (3) focused holistic or trait scoring. Emphasizes the advantages and disadvantages of each with particular attention given to the power of trait scoring in supporting teacher development and student learning. Contains 16 references. (ASK)

To examine the interrater reliability of the Ruff Figural Fluency Test (RFFT) (R. Ruff, 1988), 124 college students completed the measure and scored RFFT test protocols. Results indicated substantial interscorer reliability on the RFFT, particularly for number of unique designs. Reliability was lower for scoring perseverative errors and error…

Analyzes the three major inferences involved in interpretation of performance assessments: (1) scoring of the observed performances; (2) generalization to a domain of assessment performances like those included in the assessment; and (3) extrapolation to the large performance domain of interest. Suggests ways to improve the validity of performance…

Introduces an assessment scheme whereby students submitted portfolios in which they showed how they had met the objectives of the course. Concludes that while a number of problems with the assessment scheme were identified, overall there is sufficient evidence to justify saying that the scheme had a positive effect on student learning in the…

Lists instructions for creating a rubric and provides a scenario for a future creature assignment with the rubric. (YDS)