A necessary and sufficient condition for a perfectly homogeneous test in the sense of Loevinger is stated and proved. Using this result, a formula for computing the maximum possible KR-20 when the test variance is assumed fixed is presented. A new index of test homogeneity is also presented and discussed. (Author/BW)

Data on the validity, reliability, and internal consistency of the test are presented to show that it can reliably predict the intelligibility of running speech. (Author)

The magnitude of statistical bias for the phi-coefficient was investigated, using computer simulated examinations in which all the students had equal knowledge. Several modifications of phi were tested, but when applied to real examinations, none succeeded in improving its reproducibility when items are re-used on equivalent student groups.…

On a multiple-choice test in which each item has k alternative responses, the test taker is permitted to choose any subset which he believes contains the one correct answer. A scoring system is devised. (Author/CTM)

Three types of validity are discussed: content, criterion, and construct. It is suggested that those who teach and evaluate student writing should be aware of the need for valid and reliable measures of evaluating and grading student compositions. (KC)

A modification of the method of reciprocal averages for scaling multiple choice data is proposed. The proposed method handles the data in a piecewise fashion and allows for faster convergence to a solution. (Author/JKS)

Two lower bounds to reliability in classical test theory, Guttman's lamda and Cronbach's alpha, are shown to be terms of an infinite series of lower bounds. All terms of this series are equal to reliability if and only if the test contains items which are tau-equivalent. (Author/JKS)

Simulated data based on five test score distributions indicate that a slight modification of the asymptotic normal theory for the estimation of the p and kappa indices in mastery testing will provide results which are in close agreement with those based on small samples from the beta-binomial distribution. (Author/BW)

The reliability and validity of essay scoring were investigated by comparing the mean scores assigned to good and poor quality essay responses of different lengths. Long responses had a significantly higher mean than responses of short or moderate length. Good quality responses were graded significantly higher than poor quality responses. (Author)

Data showed high reliability for all nine syntactic structures and total screen scores. Reliability remained high when results were examined for different hearing loss categories. There was a significant decrease in scores across these hearing loss categories but a marked increase in the discriminating power of the screens. (Author/CL)

Aims to help instructors make more valid test questions, particularly multiple-choice ones. Emphasis is placed on multiple-choice questions to show the wealth of opportunities they offer for testing because of their uses, objectivity, and ease of grading. Discusses test scheduling, construction, and evaluation and follow-up. (CT)

An alternative derivation was given of Gaylord's formulas showing the relationships among the average item intercorrelation, the average item-test correlation, and test reliability. Certain parallels were also noted in analysis of variance and principal component analysis. (Author)

Reliability maximizing weights are related to theoretically specified true score scaling weights to show a constant relationship that is invariant under separate linear tranformations on each variable in the system. Test theoretic relations should be derived for the most general model available and not for unnecessarily constrained models.…

The use of Bayes' estimates for proportions in the Law of Comparative Judgment is suggested to avoid sample proportions of zero and one. (Author)

The dependence of reliability indices for mastery tests on mean and cutoff scores was examined in the case of three decision-theoretic indices. Dependence of kappa on mean and cutoff scores was opposite to that of the proportion of correct decisions, which was linearly related to average threshold loss. (Author/BW)