Differential drift of item location parameters over a 10-year period is demonstrated in data from the College Board Physics Achievement Test. Item content and secondary school curricula shifts are associated with drift. Statistical procedures for detecting item parameter drift in item pools for long-term testing programs are proposed. (TJH)

In 1982 and 1983 the Measurement and Evaluation Center of the University of Texas at Austin conducted a set of three studies analyzing student performance in a physics course required for engineering students (Physics 303K) in relation to the students' scores on the College board Mathematics Level 1 and Physics tests and to an introductory physics…

Because of the high rate of failure of engineering students in a required engineering physics course at the University of Texas at Austin, College Board Achievement Test (CBAT) scores in Mathematics Level 1 for 537 students enrolled in the course were compared with their physics grades. Performance on the mathematics section of the Scholastic…

Designed to help university and college faculty, academic administrators, and testing personnel select appropriate tests for college admission, this booklet provides a comparative description of the three physics examinations offered by the College Board. In separate sections, the following topics are covered: faculty involvement in test…

Results of teacher ratings of test questions, performance of students, and analyses of achievement test scores indicate that the College Board Science Achievement Tests are now equally appropriate for students in both regular and special courses in biology, chemistry, and physics. (MS)

The University of Texas (UT) at Austin's credit by examination program is described. In 1985-86, credit by examination was offered in 55 subjects. Details were provided for each of 18 subject areas in which over 20 tests were administered: Biology; Chemistry; Chinese; Computer Science; Economics; Electrical Engineering; English; French; German;…