A revised version of the IDEA form for collecting student ratings of instructional processes and outcomes has been administered since the fall term of the 1998-99 school year. Results from all administrations of the device from August 1998, through August 2001, constitute the basic data of this report. A total of 122 institutions of higher…

Results of the investigation suggest that the facet-factorial approach can be an effective technique for the construction of rating scales to measure complex behavior such as music performance. (Author)

Four components of reading speed were identified, and a measure of the first component, reading speed of known vocabulary, was investigated on a mixed sample of 84 boys (6 to 14 years old), which included a high proportion of retarded readers. (Author/GW)

Test is designed to provide an estimate of the elementary teacher's ability to write behavioral objectives. (Author)

A reliability coefficient for criterion-referenced tests is developed from the assumptions of classical test theory. The coefficient is based on deviations of scores from the criterion score, rather than from the mean. (Author/CK)

An alternative interpretation of Livingston's reliability coefficient (see TM 500 487) is based on the notion of the relation of the size of the reliability coefficient to the range of talent. (Author/CK)

Based on data from classes of 23 instructors in two institutions, it was concluded that specific items on an appraisal-of-instruction inventory probably do not influence students' global appraisals of instruction. If true, this conclusion has important implications for use of such inventories in appraising the effectiveness of college instruction.…

A Monte Carlo design examined how the effects of guessing and item dependence influence test characteristics and student scores. Although validity for cloze variants was high, multiple-choice cloze had significantly lower reliabilities than did true score equivalents. (Author/PN)

Some little-understood facts about standardized test scores and how they are reported and interpreted are explained. In particular, the practice of score equating ensures that different test forms have comparable scoring. This and other practices are designed to enhance the equity of testing. (MSE)

In a study of the reliability of evaluation of laboratory techniques by recent dental graduates versus faculty, wide variance was found in student evaluations. However, faculty evaluations were consistent with each other only 40 percent of the time. Questions are raised about the general system of preclinical evaluation. (MSE)