This study reports on the development and evaluation of a rating tool to assess the scientific utility and cultural appropriateness of community-level indicators for application with Indigenous populations. Indicator criteria proposed by the U.S. Institute of Medicine were culturally adapted through reviewing the literature and consultations with…

Assessments labeled as formative have been offered as a means to improve student achievement. But labels can be a powerful way to miscommunicate. For an assessment use to be appropriately labeled "formative," both empirical evidence and reasoned arguments must be offered to support the claim that improvements in student achievement can be linked…

This study investigated the benefits of creating item "testlets" or "parcels" in the context of structural equation modeling confirmatory factor analysis (CFA). Testlets are defined as groups of items related to a single content area that is developed as a unit. The strategy is illustrated using data from the administration of…

This study investigates the population sensitivity of the commonly used linear equating methods in the Non-Equivalent-groups with an Anchor Test (NEAT) design: the Tucker, the Levine observed-score, and the chain linear methods. For a detailed analysis of the subject, we apply three distinctive approaches to a real data set from a NEAT design: a)…

Money has significant impacts on people's motivation and their work-related behavior in organizations. This study was conducted to develop the Money Ethic Scale (MES) and to examine the initial nomological network of the scale. A 25-page questionnaire on attitudes toward money was distributed to 1,200 subjects, including students and faculty of a…

Described is the use of filmed sequences in conjunction with multiple choice tests to extend the range of behaviors that can be assessed. The research was completed with students aged 13-14 who had studied Nuffield 0-Level chemistry. (RH)

A REVIEW OF THE AVAILABLE LITERATURE INDICATED A NEED TO BROADEN THE TRADITIONAL CONCEPTION OF COMPREHENSION AND TO EXTEND THE USUAL RANGE OF READING SKILLS IN A READING TEST WITH FOUR MAJOR DIVISIONS--(1) RATE IS A TEST OF THE READER'S READING SPEED, (2) VOCABULARY ITEMS TEST HIS RECOGNITION OF WORDS, TERMS, AND IDIOMS, AS WELL AS HIS ABILITY TO…

This study evolved from a practical field situation that dictated an item format change. The item type in question is a variety of the multiple true-false item, widely used in state and municipal civil service examinations. Items are produced, not by combining pairs of independent true-false items, but as a means of salvaging not quite adequate…

Though domain-oriented and norm-referenced tests are appropriate for some situations, objective-oriented and criterion-referenced tests must be used to gather additional information. Objectives for such tests must include a statement of the desired performance, the test conditions, and the standards of acceptance. When tests are constructed the…

The Cognitive Vocational Maturity Test (CVMT) was constructed to measure knowledge and abilities dealing with the characteristics and requirements of a wide range of occupations. Fifteen cognitive vocational maturity areas were identified; the present form of the test consists of 120 multiple choice items, whose reading grade levels range from 1.4…

TWO NEW TESTS WERE DEVELOPED IN THE INTER-AMERICAN TEST SERIES IN PARALLEL ENGLISH AND SPANISH EDITIONS. A PRESCHOOL TEST WAS ADDED TO THE TESTS OF GENERAL ABILITY AND A LEVEL 1 TEST ADDED TO THE TESTS OF READING. ALSO THE SPANISH EDITIONS OF SOME EARLIER TESTS WERE REVISED AND ADDITIONAL INTERPRETATIVE MATERIALS DEVELOPED. THE AUTHOR BELIEVED…

Developed Alzheimer's Disease Knowledge test (ADK) to assess level of knowledge about Alzheimer's disease of caregivers, professionals, and others involved in caring for Alzheimer's patients. Describes test development and presents ADK test. Discusses preliminary results suggesting that lack of knowledge is more common than misconceptions.…

Depending on the type of behavior one wants to measure, competency tests are either written or performance oriented. Information and cognitive processing are best measured by written demonstrations of the knowledge. Skills ability is best measured by performance testing. (Author/JOW)