An earlier study was extended and replicated to examine the feasibility of generating multiple-choice test questions by transforming sentences from prose instructional material. In the first study, a computer-based algorithm was used to analyze prose subject matter and to identify high-information words. Sentences containing selected words were…

In computer assisted test construction (CATC) systems, the computer is used to perform the mechanical aspects of testing while the teacher retains control over question content. Advantages of CATC systems include question banks, decreased importance of test item security, computer analysis and response to student test answers, item analysis…

A specially designed answer format was used for three tests in a college level agriculture class of 19 students to record responses to three things about each item: (1) the student's choice of the best answer; (2) the degree of certainty with which the answer was chosen; and (3) all the answer choices which the student was certain were incorrect.…

An explanation is given of what is meant by "sample-free" item calibration and by "item-free" person measurement as these terms are applied to the one-parameter logistic test theory model of Georg Rasch. When the difficulty of an item is calibrated separately for two different samples the results may differ; but, according the…

Instructors can use this inventory to prepare high school equivalency students for the reading skills test of the new form of the Test of General Educational Development (GED). It replaces the instrument previously recommended for that purpose, the Iowa Tests of Educational Development (ITED). Fifty multiple choice questions test the ability to…

A flexilevel test is found to be inferior to a peaked conventional test for measuring examinees in the middle of the ability range, superior for examinees at the extremes. Throughout the entire range of ability, a flexilevel test is much superior to any conventional test that attempts to provide accurate measurement at both extremes. See also ED…

A professor's 10-year experience on the development committee for the CLEP Humanities Test provides the basis for this supportive assessment of the College Level Examination Program. Changes in tests, question selection, the value of pre-testing, and other responsibilities of development committees are discussed. (LBH)

Presents guidelines for constructing tests which accurately measure a student's cognitive skills and performance in a particular course. The advantages and disadvantages of two types of test items are listed (selected response and constructed response items). Both poor and good examples are given and general rules for test item writing are…

This study analyzed user manuals and technical supplements of 27 aptitude and achievement tests to determine whether disabled children were included in development of the tests' norms, items, reliability indices, and validity indices. Most test developers provided scant evidence that their tests were valid for use with disabled students. (JDD)

Describes grading and scoring procedures for advanced placement examinations in two Latin courses: Vergil and Cattalus-Horace. Explanations for cited test items are offered. (CB)

This article discusses the application of the Golden Rule procedure to items of the Scholastic Aptitude Test. Using item response theory, the analyses indicate that the Golden Rule procedures are ineffective in detecting biased items and may undermine the reliability and validity of tests. (Author/JAZ)

An effort to operationalize the logic of confidence construct is described that uses item development, factor analysis, and reliability and validity tests. Data from public school and higher education teachers indicate correlations for teacher logic of confidence, status obeisance, professional zone of acceptance, and autonomy. (TJH)

Meaningful and relevant tests of oral competence in foreign languages must address problems impeding communicative competence such as lack of student motivation, unimaginative questions, inhibitive personal questions, and pictorial tests. Examples of test questions are presented in French. (CB)

College faculty served as judges to rate the instructional validity of items on the National Teacher Examinations Core Battery. The ratings were examined in relation to actual test performance, as well as panelists' ratings of item difficulty and relevance. (Author/GDC)

Discusses the use of a bank of about 9,000 test items in a computer-assisted instructional program at Adelaide University (South Australia). Describes the program and outlines the steps in producing an instructional program. (TW)