This article describes Minnesota Computerized Adaptive Testing Language program code for using the MicroCAT 3.5 testing software to administer several types of self-adapted tests. Code is provided for: a basic self-adapted test; a self-adapted version of an adaptive mastery test; and a restricted self-adapted test. (Author/SLD)

Examined the analysis and interpretation of wording effects associated with positively and negatively worded survey items using data from a national sample of secondary school students (National Education Longitudinal Study 1988-1994). Results for 14,374 students support the interpretation of wording effects in terms of personality traits with…

Describes one working group's attempts to develop and utilize assessment tools for measuring and changing organizational support for employee health. Originally designed as part of a heart health related intervention, the system has evolved into a managed care evaluation and major chronic disease inventory. Findings indicate the potential of…

Attempts to place the issues associated with computer-automated scoring within the context of current validity theory and presents a taxonomy of automated scoring procedures as a framework for discussing threats to validity that may take on increased importance for specific approaches to automated scoring. (SLD)

Makes suggestions for standards-based test development with regard to true-false items and multiple choice tests. Provides examples for multiple choice test items. (YDS)

Validated a taxonomy of 31 multiple-choice item-writing guidelines through a logical process that included reviewing 27 textbooks on educational testing and the results of 27 studies and reviews published since 1990. Presents the taxonomy, which is intended for classroom assessment. (SLD)

Describes the development and pretest of a content analytic category scheme for objectively measuring the sexiness of women's business attire in media presentations. Finds the television samples significantly more provocative than real world attire. Finds a significant positive correlation between the degree of sexiness as measured by the content…

Evaluates Horowitz's (1989) test question categories in a different context from his North American study. Examines questions from two tertiary institutions in New Zealand and compares differences between New Zealand and American institutions. Results suggest that assessment workshops within an institution may be useful for standardizing…

An alternative method for scoring adaptive tests, based on number-correct scores, is explored and compared with a method that relies more directly on item response theory. Using the number-correct score with necessary adjustment for intentional differences in adaptive test difficulty is a statistically viable scoring method. (SLD)

A multidimensionality-based differential item functioning (DIF) analysis paradigm is presented that unifies substantive and statistical DIF analysis approaches by linking both to a theoretically sound and mathematically rigorous multidimensional DIF conceptualization. This approach results in the potential for DIF analysis more closely integrated…

Examined the influence of deviant scale items on item parameter estimates of focal scale items and person parameter estimates through a comparison of item response theory (IRT) and classical test theory (CTT) models. Used Monte Carlo methods to explore results from a pilot investigation of job attitude data. Discusses implications for researchers…

Provides advice on designing scoring rubrics, rating scales as opposed to checklists, for use with performance assessments. Discusses holistic and analytic rubrics, and lists the steps in rubric development. (SLD)

Contends that different ethical issues arise according to how the construct of writing is defined for assessment purposes. Explains that most formal assessments assume a pragmatic, functional definition of second-language writing in which an examinee's text production is judged normatively in respect to conventions. Discusses efforts to develop…

Developed the Teachers' Reactions to School Violence, a self-report measure of teachers' reactions to a violent incident. Results from a sample of 143 middle and high school teachers provide preliminary support for considering teachers' psychological reactions to school violence as a multidimensional construct. (SLD)

Describes a process for developing placement tests for English-as-a-Second/Foreign-Language learners. The process includes assembling an assessment team, focusing on test takers, defining test objectives, choosing a test type, choosing the test content, creating the test, developing scoring guides, testing the test, and training the testers.…