Described is the development of the Test of Syntactical Abilities (TSA), an instrument for measuring deaf children's ability to comprehend and produce syntactically correct written sentences. (Author/IM)

Context-driven, classroom-based tests are no substitute for districtwide assessments, whose purpose is to furnish rich, compelling evidence about the achievement of district goals. The challenge is to create large-scale assessments that align with district goals, reflect classroom practice, and provide evidence of student learning.…

Describes the development and testing of a structured ethical integrity interview that can be used in the selection of applicants. Examines directions for future testing and study. (SR)

A discussion of differential item functioning (DIF) in the context of attitude assessment is followed by examples involving the detection of DIF on an attitudes-toward-science scale completed by 1,550 elementary school students and the finding of no DIF in a workshop evaluation completed by 1,682 adults. (SLD)

Presents procedures based on Rasch measurement theory for construction of an assessment network, which is defined as a system of rate and task banks. Three general classes of data collection designs are presented to calibrate an assessment network and provide the opportunity for objective and fair measurements. (SLD)

Links the theory of washback with the broader concept of impact in educational measurement and to the recent debate on construct validity associated with Messick. Notes that for many years it was asserted that language tests negatively impacted teaching and learning, an impact known as washback. (25 references) (Author/CK)

Reviews and illustrates some of the current technological developments in computer-based testing, focusing on novel item formats and automated scoring methodologies. The review shows a number of innovations being researched and implemented. (SLD)

Compared three online pretest calibration scaling methods through simulation: (1) marginal maximum likelihood with one expectation maximization (EM) cycle (OEM) method; (2) marginal maximum likelihood with multiple EM cycles (MEM); and (3) M. Stocking's method B. MEM produced the smallest average total error in parameter estimation; OEM yielded…

Presents the results of an investigation about the effect of question order randomization on the psychometric properties of two frequently used oral and written apprehension instruments: McCroskey's oral communication apprehension scale and Daly and Miller's writing apprehension scale. Shows that the measurement properties of these instruments…

Responds to a critique by Susan S. Goldsmith of the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts tests, focusing on Goldsmith's critique of test development, uniform topic focus, use of open-response items, and lack of explicit testing in vocabulary and grammar. Goldsmith replies to the response, highlighting needed…

Describes a project used in a sophomore-level psychological testing and measurement course. Students worked through the different phases of developing a test focused on item writing, reliability, and validity. Responses from both students and instructors have been consistently positive. (MJP)

Examines the dual mechanism hypothesis, which argues that the apparent contrast, in English inflectional morphology, between a rule-based default procedure, generating regular past-tense forms, and listed irregular forms stored in an associative net, reflects universal constraints on the properties of possible morphological systems. The study…

Some alternative criteria for item selection in adaptive testing are proposed that take into account uncertainty in the ability estimates. A simulation study shows that the likelihood weighted information criterion is a good alternative to the maximum information criterion. Another good alternative uses a Bayesian expected a posteriori estimator.…

Approximately 300 prospective graduate students each wrote two essays for the Graduate Record Examinations in 40-minute and 60-minute time periods. Analysis revealed that performance was, on average, significantly better with the 60-minute limit. There was no interaction between self-described test-taking style (fast versus slow) and time limits.…

Analyzed examinee responses to conventional (multiple-choice) and innovative item formats in a computer-based testing program for item response theory (IRT) information with the three parameter and graded response models. Results for more than 3,000 adult examines for 2 tests show that the innovative item types in this study provided more…