Describes a knowledge-based computer system that integrates principles of formative evaluation and remedial teaching. Theoretical foundations of the system are discussed, the principle of multiple facets is explained, steps to construct a facet test are presented, and an example is given describing how to write minor musical scales. (seven…

Describes development of Beck Anxiety Inventory (BAI), self-report inventory for measuring severity of anxiety in psychiatric populations. Describes study results which showed BAI to have high internal consistency and test-retest reliability, and to discriminate anxious diagnostic groups from nonanxious diagnostic groups. (Author/NB)

Educators' confusion over uses of standardized tests is akin to mistaking pulse rate for the total effect of a health regimen. Using authentic standards and tests to judge intellectual ability is labor-intensive and time-consuming. What students need is a test with more sophisticated criteria for judging performance. Includes 37 references. (MLH)

The construction of parallel tests from item-response-theory-based item banks is discussed. Two methods for sequentially selecting parallel tests and two methods for simultaneously constructing tests using 0-1 linear programing are compared. Advantages and disadvantages of these techniques are reviewed. (SLD)

Describes the development and psychometric properties of the Memory Self-Efficacy Questionnaire (MSEQ), a self-report measure of memory ability and confidence. The MSEQ and its alternate versions were examined in 3 experiments involving 558 adults. Satisfactory estimates of internal consistency and test-retest stability were obtained. (RJC)

The Michigan Education Assessment Program (MEAP) has developed both formal and informal reading assessments reflecting current reading theory. A test development committee created a MEAP blueprint of four elements: constructing meaning, knowledge about reading, attitudes and self-perceptions, and topic familiarity. Includes two references. (MLH)

The Joint Committee on Testing Practices has completed the "Code of Fair Testing Practices in Education," which is meant for the public and focuses on the proper use of tests in education--admissions, educational assessment and diagnosis, and student placement. The Code separately addresses test developers' and users' roles. (SLD)

Results of 96 theoretical/empirical studies were reviewed to see if they support a taxonomy of 43 rules for writing multiple-choice test items. The taxonomy is the result of an analysis of 46 textbooks dealing with multiple-choice item writing. For nearly half of the rules, no research was found. (SLD)

It is demonstrated, theoretically and empirically, that item sets can be selected that meet the unidimensionality assumption of most item response theory models, even though they require more than one ability for a correct response. A method for identifying such item sets for test development purposes is presented. (SLD)

A theorem is presented that describes conditions under which measurement invariance is consistent with predictive invariance for the linear case. These two forms of invariance are shown to be inconsistent under realistic conditions, and the duality is illustrated with simulated data. Implications for group differences research are discussed. (SLD)

The use of mean inter-item correlation as a technique for examining homogeneity is proposed as a descriptive tool that can orient researchers to salient aspects of their scales. A study of 341 undergraduates who completed the NEO Personality Inventory illustrates the technique. (SLD)

Two item selection algorithms, one based on maximal differentiation between examinees and one based on item response theory and maximum information for each examinee, were compared in simulated linear and adaptive tests of cognitive ability. Adaptive tests based on maximum information were clearly superior. (SLD)

Items previously described as "negatively worded" are redefined as "connotatively inconsistent" because this term has a broader base for generalization. Using generalizability theory with a sample of 102 graduate students, the study showed that connotatively consistent and reversed connotatively inconsistent items were not…

Discusses strategies to construct multiple-choice exams such that they can offer insight into the thought processes of the physics student. Discusses test evaluation basics and some writing hints. (JRH)

The authors propose using cluster analysis to develop a branching logic that would allow the adaptive administration of psychological instruments. The proposed methodology is described in detail and used to develop an adaptive version of the Halstead Category Test from archival data. (SLD)