This book discusses adapting pencil-and-paper tests to computerized testing. Mention is made of models for graded responses to items and of possibilities beyond pencil-and-paper-tests, but the book is essentially about dichotomously scored test items. Contrasts between item response theory and classical test theory are described. (SLD)

Simulated data were used to investigate the impact of characteristics of threshold values (number, symmetry, and distance between adjacent threshold values) and delta values on the distribution of item information in the successive intervals Rasch model. Implications for computerized adaptive attitude measurement are discussed. (SLD)

An adaptive testing algorithm is presented based on an alternative modeling framework, and its effectiveness is investigated in a simulation based on real data. The algorithm uses a latent class modeling framework in which assessed latent attributes are assumed to be categorical variables. (SLD)

Notes that the methods used to set standards for National Assessment of Education Progress (NAEP) tests suggest recommendations for state-level policymakers. Explains the national assessment, basic assumptions in setting performance standards on NAEP, selection of judges, standard-setting methodology for NAEP, and measurement issues in setting…

Research relating to the factor structure of the Sixteen Personality Factor Questionnaire (16PF) and the Clinical Analysis Questionnaire is reviewed. Different opinions about the factors measured by the 16PF are discussed. Focusing on the second-order factor level could eliminate problems with the instruments' reliability. (SLD)

Offers six Arizona teachers' comments on the new Arizona Student Assessment Program (ASAP). Discusses how the test affects children, whether the testing procedure is easily understood by teachers, how the ASAP differs from a standardized test, how the classroom teaching process has changed as a result of the test, concerns about the test, and…

Presents two studies applying computerized adaptive testing (CAT) in schools. Compared paper-administered, computer-administered, and CAT modes for administering school achievement and assessment tests. Then compared computerized adaptive aptitude test results with individually administered Weschler Intelligence Scale for Children-Revised. Found…

A method of automatically selecting items for inclusion in a test with constraints on item content and statistical properties was applied to real data. Tests constructed manually from the same data and constraints were compared to tests constructed automatically. Results show areas in which automated assembly can improve test construction. (SLD)

Explains computerized adaptive testing (CAT) and its basis in item response theory. Describes a CAT program in pharmacology. (SK)

This book is a collection of nine commissioned papers that consider the educational reform represented by performance assessments, their advantages and disadvantages, and the challenges of successful implementation. Both theoretical and practical issues are addressed. (SLD)

Tested the Aspect Hypothesis using second-language Japanese data. Two experiments are described. Results of the studies extend the applicability of the Aspect Hypothesis to a non Indo-European language. (Author/JL)

Provides information and strategies for helping language teachers know how to prepare students for the new computerized version of the Test of English as a Foreign Language. Information focuses on changes in scoring and test format. (Author/VWL)

Evaluated the effectiveness of vocabulary computerized adaptive tests (CATs) with restricted review in a live testing setting involving 242 college students in which special efforts were made to increase test efficiency and reduce the possibility of obtaining positively biased proficiency estimates. Results suggest the efficacy of allowing limited…

Seventy-eight special-education students (ages 8-13) and 403 typical students took a large-scale statewide test using standard test administration procedures and two major accommodations addressing response conditions and test administration. No differences were found in the response conditions; however, students with disabilities who were read a…

Argues that testing and sin both are based on assumptions about values. Proposes and describes the seven deadly sins of testing: procedural mechanization, competitive coerciveness, cultural egocentrism, overeagerness (gluttony), avarice (greed), disconnection from community, and ignorance of self-implication. (SR)