This special issue is devoted to current developments in multidimensional item response theory (MIRT). The six papers included in this issue (and two for the March issue) present applications of MIRT to practical testing problems and demonstrate innovative MIRT techniques for assessment. (SLD)

The continuing interest in standardized testing alternatives suggests that the make-a-better-mousetrap mentality still flourishes in education and employment assessment circles. Some promising new testing technologies might broaden the range of human talents assessed. However, educators must refuse to accept bondage to any single technology, no…

Educators' confusion over uses of standardized tests is akin to mistaking pulse rate for the total effect of a health regimen. Using authentic standards and tests to judge intellectual ability is labor-intensive and time-consuming. What students need is a test with more sophisticated criteria for judging performance. Includes 37 references. (MLH)

The Joint Committee on Testing Practices has completed the "Code of Fair Testing Practices in Education," which is meant for the public and focuses on the proper use of tests in education--admissions, educational assessment and diagnosis, and student placement. The Code separately addresses test developers' and users' roles. (SLD)

Describes Ball State University's (BSU's) academic support program for incoming freshmen, which utilizes the "Learning and Study Strategies Inventory" to assess the study skills of incoming freshmen. Indicates that BSU's program enhances student success through promptly identifying student study habit strengths and weaknesses and…

Presents an overview of the applications of microcomputer-based assessment and diagnosis for both educational and psychological placement and interventions. Advantages of computer-based assessment (CBA) over paper-based testing practices are described, the history of computer testing is reviewed, and the construct validity of computer-based tests…

Authentic assessment encompasses methods of evaluating what students know and can do, acknowledging that children learn best when they are actively involved and receive feedback. Criteria for judging authentic assessments include determining their consequences and noting whether they are cost-effective, meaningful, fair, and generalizable, with…

A review of five recent studies concludes that on multiple-choice tests, changing uncertain answers improves results; testing plus feedback produces more learning than additional study time; students learn and retain more when they are tested more often; and question and completion formats are equally acceptable for multiple-choice items. (KS)

Responds to letters to the editor regarding comments on semantics, psychometrics, and assessment reform regarding authentic assessment of student academic achievements. Suggests that psychometric concerns need to be addressed. (MMU)

Describes the development and evaluation of a placement test used as a major determinant of eligibility to enroll in first-semester general chemistry at California State University, Fullerton. Contains 17 references. (WRM)

Provides guidelines that trainers can use to make fair judgments in grading subjective essay examinations. Highlights include establishing criteria for scoring; clarifying lesson objectives; dividing each question into smaller components with weighted points for each section; developing grading guidelines; and the increasing use of computers to…

Classical test theory is founded on the proposition that measurement error, a random latent variable, is a component of the observed score random variable. This article traces the history of the development of classical test theory, beginning in the early 20th century. (SLD)

This collection of essays by measurement specialists addresses a variety of important issues in educational and psychological testing. Although not all of the "rules" are new, many topics of contemporary interest are discussed, some in detail that exceeds what the psychologist and educator really need to know. (SLD)

Contains guidelines that provide an international view of areas of consensus about what constitutes "good practice" in test use. Guidelines address key competencies, such as knowledge and skills, and issues of professional and ethical standards in testing, the rights of test takers, test administration and scoring, and other issues. (SLD)

"America in Black and White: One Nation Indivisible: Race in Modern America," by Stephan and Abigail Thernstrom, has become important in the movement to abolish affirmative action in higher education. Suggests the book seriously misinterprets and misuses evidence to make its case, refuting specific results the book cites related to…