A computer program randomly sampled ordered pairs of scores from known populations that departed from bivariate normal form and calculated correlation coefficients from sample values. Hypotheses were tested (1) that population correlations are zero using the t statistic; and (2) that population correlations have non-zero values using the r to z…

Section pre-equating (SPE) equates a new test to an old test prior to the actual use of a new test by making extensive use of experimental sections of a testing instrument. SPE theory is extended to allow for practice effects on both the old and new tests. (Author/BS)

Results obtained when a procedure for assessing the questions on uniersity mathematics examinations to see what skills were needed for their solution are given for a sample of 1400 questions set during 1976 in 10 British universities. The method is a way of focusing rational argument. (MNS)

A simplification of Lord and Wingersky's method for computing the asymptotic variance-covariance matrix of maximum likelihood estimates for item and person parameters under some restrictions on the estimates is presented. Computation of the error variance-covariance matrix for the item parameters in the Rasch model is described. (NSF)

Argues that IQ tests work only for some people some of the time. Offers a theory that emphasizes the roles in intelligence of information-processing, the environmental context, and coping with novelty and automatization of task performance, as a possibility for improving levels of prediction. (CMG)

Unreliable profiles impose the difficulty that ordinal and interval relations among the individual's scores become uncertain or unstable. A profile reliability coefficient is derived to estimate the relative expected extent of this ordinal and interval "inversion" for any profile of K measures. (Author/DWH)

Rubin and Thayer recently presented equations to implement maximum likelihood estimation in factor analysis via the EM algorithm. It is argued here that the advantages of using the EM algorithm remain to be demonstrated. (Author/JKS)

The authors respond to a criticism of their earlier article concerning the use of the EM algorithm in maximum likelihood factor analysis. Also included are the comments made by the reviewers of this article. (JKS)

Goodness of fit tests for the Rasch model are typically large-sample, global measures. This paper offers suggestions for small-sample exploratory techniques for examining the fit of item data to the Rasch model. (Author/JKS)

A mathematical link between test reliability and test validity is derived, taking into account the correlation between error scores on a test and error scores on a criterion measure. When this correlation is positive, the "paradoxical" nonmonotonic relation between test reliability and test validity occurs universally. (Author/BW)

Although Model A, the only norm-referenced evaluation procedure in the Title I Evaluation and Reporting System, requires no data other than the test scores themselves, it introduces two sources of bias and involved three test administrations. Roberts' two-test procedure offers the advantages of less bias and less testing. (RL)

Limitations and extensions of Feldt's approach to testing the equality of Cronbach's alpha coefficients in independent and matched samples are discussed. In particular, this approach is used to test equality of intraclass correlation coefficients. (Author)

Deciding whether sets of test data are consistent with any of a large class of item response models is considered. The assumption of local independence is weakened to a new condition, local nonnegative dependence (LND). Necessary and sufficient conditions are derived for a LND item response model. (Author/JKS)

A chain of lower bound inequalities leading to the greatest lower bound to reliability is established for the internal consistency of a composite of unit-weighted scores (such as a test). Algorithms for obtaining various reliability coefficients are presented. (Author/JKS)

In spite of new methodologies in foreign language instruction, much testing is still of the traditional type. Paper and pencil tests are given, testing in exactly the same way the teachers themselves were tested. This article suggests 25 points for language teachers on all levels. (Author/PJM)