Educators have a need for a procedure to generate alternate forms of tests. The reliability of alternate forms generated from a table of specifications is examined, using 78 high school remedial mathematics students as subjects. (Editor)

Argues against one-dimensional testing procedure and discusses how tests are constructed with the accent on the effects of normative testing. Presents a method by which information from student testing could be used for the improvement of teaching. (RK)

After analyzing four methods of selecting distractor items for multiple-choice tests, the authors recommend that classroom teachers use their own judgment in choosing test items. (Ed.)

The test-retest reliability of one single dichotomous item is discussed. Various indices are derived for summarizing the stability of a dichotomy, based on the concept of Platonic true scores. Both open-ended and multiple choice items are considered. (Author/JKS)

The interaction of subjects with test items is investigated. It is suggested that psychometricians rely too heavily on inferences about the nature of the interaction. An approach to data analysis is proposed which is more directly related to this interaction. (JKS)

A large sample of students completed Form A of the Eysenck Personality Inventory, and four subgroups were later asked to simulate extraversion, introversion, neuroticism or stability. It was found that subjects could simulate these four personalities successfully. The changes in individual item responses were correlated with the items' factor…

There appears to be no research on the suitability of different item types for stimulating informative classroom interactions. This research attempts to compare test items at different levels in Bloom's Taxonomy to see if they facilitate exchange of information. (Author/RK)

Reviews and critiques examination boards' comments on the Ordinary (O) level examination in English language. (AA)

A study examined the usefulness of "dangerous answers", or incorrect answers that if implemented, would be dangerous in patient care, as a technique for scoring on certifying examinations and found that 10% of the passing students gave more than average dangerous answers. (MSE)

Tests are proposed for testing the conditional independence assumption without first specifying a parametric form for the nondecreasing item characteristic curves. In an example, the conditional independence hypothesis is rejected for all possible forms of monotone item characteristic curves. (Author/BW)

Differences in test scores can be attributed to various causes, including genuine knowledge differences, test-taking abilities, and irrelevant and biased questions. The Golden Rule reform is a safeguard to ensure that standardized tests measure relevant knowledge differences between test takers and not irrelevant, culturally specific factors. (JAZ)

Describes three examination questions which could be used in college chemistry courses. Discusses each problem and gives acceptable solutions. Problems include: "A Multi-Topic Problem for General Chemistry"; "Consumption of Air by Biuret Reagent--a Question Involving Experimental Design"; and "An Instructive Problem in Heterogeneous Equilibrium."…

Reports on relative importance to rehabilitation counselors of professional competencies, as measured by the Rehabilitation Skills Inventory (RSI). Draws implications for counselors, supervisors, educators, agencies, and clients. Lists 114 items on RSI and ranks items within 10 clusters according to importance scores. (Author)

This paper describes a simulation that determines the adequacy of various indices as decision criteria for assessing unidimensionality. Using the sum of absolute residuals from the two-parameter latent trait model, indices were obtained that could discriminate between one latent trait and more than one latent trait. (Author/BW)

Investigated the utility of subtle items for the Minnesota Multiphasic Personality Inventory PD and MA scales and compared college students' (N=98) scores on these scales with scores on similar instruments. Results showed that obvious items are of greatest utility and contribute most to the prediction of criterion behaviors. (LLL)