Discusses an alternative framework for handling language testing and proposes some tentative hypotheses concerning principles of language testing. Suggests that taking account of both interlanguage domain engagement and contextualization in testing research, production, and interpretation allows for a richer conceptualization of the language…

The reliabilities of two types of measurement plans were compared across six hypothetical distributions of true scores or abilities. The measurement plans were: (1) fixed-length, where the number of trials for all examinees is set in advance; and (2) trials-to-criterion, where examinees must keep trying until they complete a given number of trials…

Recent developments in cognitive and educational psychology, such as increased appreciation of the situated nature of learning and understanding, call for broader ranges of student models and types of data than those standard in testing today. We must specify how what we observe on the test is related to competence as we conceptualize it, and…

Confusion in the terminology used in criterion-referenced measurement specifications and development and standard setting and the attendant role of cut-off scores are shown to need practical clarification through psychometric research on test applications and consequences. (CM)

This article examines the potential contribution of latent trait models to the study of intelligence. Nontechnical introductions to both unidimensional and multidimensional latent trait models are given. Multidimensional latent trait models can be used to test alternative multiple component theories of test item processing. (Author/CTM)

Describes students' reactions to questions on essay tests. Examines relationships in attitudes and essay questions, the effects of readability on student attitudes, and the effects of question length and rhetorical structure. Concludes that certain rhetorical features of essay questions affect how students respond on tests. (KEH)

An expanded framework for validating tests is needed to include the perspectives of teachers and students as well as of test makers and scientists. The development of educational assessments must take place within an understanding of how tests are used in context. (SLD)

Reviews recent theoretical, methodological, and analytical developments in language testing, focusing on more refined models of language ability, reliability and validity, performance testing, innovative test formats, new applications of Item Response Theory and Generalizability Theory to test performance. An annotated bibliography discusses seven…

Discusses the use of standardized test results as a guide to developing curriculum content. Discusses such a plan being used (and offers data gathered) at Hellgate Elementary School, Montana, as an example. (JC)

Dependability of the Children's Depression Inventory (CDI) was studied using both generalizability and classical test score analyses with a sample of 164 elementary school students. Results suggest that sources of error variance interact to decrease dependability of CDI scores. Depression in children might be better assessed through multiple…

A model integrating latent trait and latent class theories in characterizing individual performance on the basis of qualitative understanding is presented. This HYBRID model is illustrated through experiments with 119 Air Force technicians taking a paper-and-pencil test and 136 Air Force technicians taking a computerized test. (SLD)

Describes development of qualifying examinations in English and Welsh secondary schools. Evaluates forms and quality of testing in history. Presents suggestions by experts and changes made in England and Wales over 21-year period. Finds that most problems stemmed from desires to cover long periods of time while providing the depth of coverage…

The concept of a behavior domain is a reasonable and essential foundation for psychometric work based on true score theory, the linear model of common factor analysis, and the nonlinear models of item response theory. Investigators applying these models to test data generally treat the true scores or factors or traits as abstractive psychological…

The idea that validity should be considered a property of inferences, rather than of assessments, has developed slowly over the past century. In early writings about the validity of educational assessments, validity was defined as a property of an assessment. The most common definition was that an assessment was valid to the extent that it…

An important principle in constructing rating scales is to develop items that reflect various degrees of the "pro" (positive) and "contra" (negative) aspects of the trait being measured. Where both positive and negative items are pooled, they can be arranged in order along the trait continuum, but for classical and item…