As testing programs transition from paper to online testing, they must study mode comparability to support the exchangeability of scores from different testing modes. To that end, a series of three mode comparability studies was conducted during the 2019-2020 academic year with examinees randomly assigned to take the ACT college admissions exam on…

We have the ability to capture data from students' interactions with digital environments as they engage in learning activity. This provides the potential for a reimagining of assessment to one in which assessment become part of our natural education activity and can be used to support learning. These new data allow us to more closely examine the…

There is much discussion about and many policies to address achievement gaps in education among groups of students. The focus here is on a different gap and it is argued that it also should be of concern. Speed gaps are differences in how quickly different groups of students answer the questions on academic assessments. To investigate some speed…

The rise of computer-based testing has brought with it the capability to measure more aspects of a test event than simply the answers selected or constructed by the test taker. One behavior that has drawn much research interest is the time test takers spend responding to individual multiple-choice items. In particular, very short response…

The alignment between a test and the content domain it measures represents key evidence for the validation of test score inferences. Although procedures have been developed for evaluating the content alignment of linear tests, these procedures are not readily applicable to computerized adaptive tests (CATs), which require large item pools and do…

The attractiveness of computer-based tests (CBTs) is due largely to their capability to expand the ways we conduct testing. A relatively unexplored application, however, is actively using the computer to reduce construct-irrelevant variance while a test is being administered. This investigation introduces the effort-monitoring CBT, in which the…

Microcomputer software for computer-assisted classroom testing is reviewed. The teacher and classroom are emphasized in applying computer technology. The major issues are identification of appropriate classroom testing microcomputer applications; identification of available microcomputer testing software; techniques for software evaluation; and…

Application of computer-assisted testing (CAT) to measurement in the Portland (Oregon) Public Schools is described. Focus is on MicroCAT's developmental subsystem, which allows creation of items and test design specifications. Changes in CAT procedures allowing MicroCAT to function in existing testing systems and uses/limitations of MicroCAT…

The Learning Outcome Testing Program of the West Virginia Department of Education is designed to provide public school teachers/administrators with test questions matching learning outcomes. The approach, software selection, results of pilot tests with teachers in 13 sites, and development of test items for item banks are described. (SLD)

Two easy-to-use microcomputer programs, the Student Problem Package and the Test Analysis Package, both by D. L. Harnisch et al. (1985), are described. These programs efficiently analyze test data for teachers. (SLD)

Four articles on computer-assisted testing in schools at local and state levels are reviewed. Trends in the application of and limitations/advantages of microcomputerized testing packages are described. (SLD)

Three major pragmatic issues in computerized testing are addressed: (1) encouraging teacher use; (2) reporting of information; and (3) test construction. Reference is made to four related articles. Additional areas for research include reporting of test information; item bank standards; validity; and rules for stopping in computerized testing.…

Research dealing with the administration of tests via computer is reviewed. Several issues related to computerized testing are discussed, and areas in need of additional research are identified. The focus is on education-related ability and achievement testing; psychological tests and computer-based simulations are not addressed. (SLD)

Some software packages currently available for item writing and item banking are reviewed. Eleven test-generation and three item-banking packages are listed. Users trained in item response theory can find a great deal of power in a desk-top system. (SLD)

How computers are used to analyze item data is reviewed, and the information that existing item-analysis programs provide is described. Summaries of studies comparing the performance of some of these packages reveal some of their current limitations. Emphasis is on the usefulness to educational practice of these packages. (SLD)