The present findings provide some further support for two of Fiske's hypotheses: the adequacy of a test is a direct function of the structuring of the items and their substantive homogeneity." (Author)

Cross-validation and standardization of a multiple choice analogy test designed to identify children who rely on free association rather than analogical reasoning. (Author)

The author provides an historical review of how he came to construct the Wechsler Adult Intelligence Scale (WAIS). Concepts underlying the WAIS are related to prior work in psychometrics. (RD)

A computer program is described which provides point-biserial coefficients of correlation and comprehensive response analyses for tests, questionnaires, and rating scales. The program can be executed with as few as three control cards. Data with missing observations, and more than one data deck can be analyzed at one time. (Author/JKS)

This volume, based on papers presented at a 1998 conference, collects thinking and research on item generation for test development. It includes materials on psychometric and cognitive theory, construct-oriented approaches to item generation, the item generation process, and some applications of item generative principles. (SLD)

Item-objective congruence as developed by R. Rovinelli and R. Hambleton is used in test development for evaluating content validity at the item development stage. Provides a mathematical extension to the Rovinelli and Hambleton index that is applicable for the multidimensional case. (SLD)

Developed a test of basic computer proficiency, examined its properties using parametric test scoring methods, and identified antecedents and consequences of differences in performance. Data from 1,520 Internet users suggest that the test yields an approximately unidimensional measure of basic computer proficiency. (SLD)

Generated data to simulate multidimensionality resulting from including two or four subtopics on a test. DIMTEST analysis results suggest that including multiple topics, when they are commonly taught together, can lead to conceptual multidimensionality and mathematical multidimensionality. (SLD)