This special issue demonstrates the symmetry and rigor of probabilistic conjoint measurement in practical applications in education and other human sciences. Following the opening chapter introducing the theory, other chapters focus on conjoint measurement in testing and student evaluation, standard setting, and the study of behavior and attitude.…

Analysis of nearly 1,800 essays written by 17-year-old African-American students were examined in terms of the frequency and distribution of Black English Vernacular (BEV) and the covariance of BEV with rater scores. Results suggests that BEV has converged with Edited American/Standard English and that students were not penalized for BEV in…

Describes one teacher's implementation of subjective grading to assess student's achievement on mathematics tests. Reports student and parent reactions to the method. Shares five practices that developed with the experiences, and provides an example of the grading policy utilized. (MDH)

Context-dependent item sets, containing a subset of test items related to a passage or stimulus, are discussed. A brief review of methods for developing item sets reveals their potential for measuring high-level thinking. Theories and technologies for scoring item sets remain largely experimental. Research needs are discussed. (SLD)

This paper provides the basis for understanding score equating through item response theory (IRT). Theoretical justifications and practical advantages of IRT true-score test procedures are discussed. Three steps in the equating process are specified, and a self-test is included. (SLD)

An Australian study investigated multidimensionality in college entrance examination scores. Data from the American College Testing Program (ACT) and Australian Tertiary Entrance scores (which combines year 12 course grades and scores on the Australian Scholastic Aptitude Test) were analyzed using a 4-dimensional model. Results suggest a single…

Three professors share techniques for helping students focus on assessments required in classes. Charts are used to show students the specific concepts, principles, and problems that will be included on multiple-choice tests; rubrics developed for assigned work are used to increase student expectations and direct their explorations; and negotiated…

Discusses and demonstrates combining scores from multiple-choice (MC) and constructed-response (CR) items to create a common scale using Item Response Theory methodology. Provides empirical results using a set of tests in reading, language, mathematics, and science in three grades. (SLD)

Describes how and why the author has students in his composition classes collaboratively create scoring guides. Argues that this focuses students on the goals of the paper and provides a clear notion of how to improve their own performance. Offers scoring guides. Comments on the process that created them. Offers guidelines for using scoring guides…

Describes criterion-referenced assessment that involves the teacher establishing what should be assessed, the standards for assessment, and then finally utilizing a rubric. Discusses the use of criterion-referenced assessment in social studies and humanities classes, the students' role in developing the rubrics, and the success of this type of…

An analytic framework is presented for examining the properties and objectives of assessments and scoring systems piloted in a number of state and district testing programs. The article explores the application of this framework, which considers the cognitive components of competence described in studies of expertise, to the analysis of science…

Focuses on the creation of children's books as a form of alternative assessment in the history classroom. Describes a project in which high school students developed children's books of historic persons. Incorporates three of Howard Gardner's multiple intelligences: linguistic, spatial, and personal. Provides the assignment, the grading rubric,…

Reports on a project to develop and validate a criterion-referenced performance test of listening summary translation ability. This exam is designed to assess ability to comprehend and summarize in written English recorded conversations spoken in Spanish. The Bachman framework is used to present the test and provide evidence for its validity. (12…

Examines the effect of test method on the reading performance of two levels of early-stage second-language (L2) readers of French. The study compares two global response modes, the summary and the recall protocol. Results indicate a significant qualitative difference in the performance on the two tasks. The summaries contained significantly more…

Results of the fall 1993 administration of part two of the Medical Council of Canada's Evaluating Examination for 744 candidates provided evidence of the consistency of the pass/fail and cutting score definitions for the objective- structured clinical examination stations used across examiners. These results support the validity of this…