Thomas M Haladyna
Biographic Data
| ID | 5381556 |
|---|---|
| NAME | Thomas M Haladyna |
| GIVEN NAMES | Thomas M |
| FAMILY NAME | Haladyna |
| SIGNATURE | HALADYNA T M |
| AFFILIATIONS | Arizona State University |
| ORCID | 0000-0003-3761-6979 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 30 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1975 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 1 |
Developing and Validating Test Items
Since test items are the building blocks of any test, learning how to develop and validate test items has always been critical to the teaching-learning process. As they grow in importance and use, testing programs increasingly supplement the use of selected-response (multiple-choice) items with constructed-response formats. This trend is expected to continue. As a result, a new item writing book is needed, one that provides comprehensive coverage…
Science and Technology of Terrorism and Counterterrorism
A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment
A taxonomy of 31 multiple-choice item-writing guidelines was validated through a logical process that included two sources of evidence: the consensus achieved from reviewing what was found in 27 textbooks on educational testing and the results of 27 research studies and reviews published since 1990. This taxonomy is mainly intended for classroom assessment. Because textbooks have potential to educate teachers and future teachers, textbook writers…
How Many Options is Enough for a Multiple-Choice Test Item
Textbook writers often recommend four or five options per multiple-choice item, and most, if not all, testing programs in the United States also employ four or five options. Recent reviews of research on the desirable number of options for a multiple-choice test item reveal that three options may be suitable for most ability and achievement tests. A study of the frequency of acceptably performing distractors is reported. Results from three differ…
Use of an Inclusive Option and the Optimal Number of Options for Multiple-Choice Items
This study examined the validity of two item-writing rules in the design of test items: (a) the desirable number of options for a multiple-choice test item and (b) use of the inclusive none of these option. An experimental repeated measures design found that items with three options were more difficult than those with four options and items employing the none of these option were more difficult than those not using this inclusive option format. N…
Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution
In the current climate of dissatisfaction with public education, the standardized achievement test score has been the operational definition for educational-achievement, and raising test scores has been equated with educational improvement. The pressure to raise test scores has resulted in practices which pollute the inferences we make from these scores. We examine two major sources of test score pollution: (a) how public school personnel prepare…
A Construct Validation of Measures of Students' Study Strategy Beliefs and Perceptions of Teacher Goals
This study examines the construct validity of Goals and Strategies for Studying Science (GSSS), a questionnaire in two parts: the first part measuring students' beliefs in the value of various study strategies for learning in science, and the second part assessing their perceptions of the teacher's goals for student learning. Evidence supporting the construct validity of these measures was collected in the form of internal consistency reliabiliti…
A Comparison of Objective-Based and Modified-Bormuth Item Writing Techniques
Two techniques for writing achievement test items to accompany instructional materials were contrasted: (a) writing items from statements of instructional objectives, and (b) writing items from semi-automated rules for transforming instructional statements (adapted from Bormuth). Items of each type were written by two experienced item writers. Students were given tests employing these items before and after reading a programmed booklet. One item …
On the psychometric?dumetric dimensions of tests
Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution
In the current climate of dissatisfaction with public education, the standardized achievement test score has been the operational definition for educational-achievement, and raising test scores has been equated with educational improvement. The pressure to raise test scores has resulted in practices which pollute the inferences we make from these scores. We examine two major sources of test score pollution: (a) how public school personnel prepare…
On the psychometric?dumetric dimensions of tests
A Comparison of Objective-Based and Modified-Bormuth Item Writing Techniques
Two techniques for writing achievement test items to accompany instructional materials were contrasted: (a) writing items from statements of instructional objectives, and (b) writing items from semi-automated rules for transforming instructional statements (adapted from Bormuth). Items of each type were written by two experienced item writers. Students were given tests employing these items before and after reading a programmed booklet. One item …
A Construct Validation of Measures of Students' Study Strategy Beliefs and Perceptions of Teacher Goals
This study examines the construct validity of Goals and Strategies for Studying Science (GSSS), a questionnaire in two parts: the first part measuring students' beliefs in the value of various study strategies for learning in science, and the second part assessing their perceptions of the teacher's goals for student learning. Evidence supporting the construct validity of these measures was collected in the form of internal consistency reliabiliti…
Raising Standardized Achievement Test Scores and the Origins of Test Score Pollution
In the current climate of dissatisfaction with public education, the standardized achievement test score has been the operational definition for educational-achievement, and raising test scores has been equated with educational improvement. The pressure to raise test scores has resulted in practices which pollute the inferences we make from these scores. We examine two major sources of test score pollution: (a) how public school personnel prepare…
How Many Options is Enough for a Multiple-Choice Test Item
Textbook writers often recommend four or five options per multiple-choice item, and most, if not all, testing programs in the United States also employ four or five options. Recent reviews of research on the desirable number of options for a multiple-choice test item reveal that three options may be suitable for most ability and achievement tests. A study of the frequency of acceptably performing distractors is reported. Results from three differ…
Use of an Inclusive Option and the Optimal Number of Options for Multiple-Choice Items
This study examined the validity of two item-writing rules in the design of test items: (a) the desirable number of options for a multiple-choice test item and (b) use of the inclusive none of these option. An experimental repeated measures design found that items with three options were more difficult than those with four options and items employing the none of these option were more difficult than those not using this inclusive option format. N…
A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment
A taxonomy of 31 multiple-choice item-writing guidelines was validated through a logical process that included two sources of evidence: the consensus achieved from reviewing what was found in 27 textbooks on educational testing and the results of 27 research studies and reviews published since 1990. This taxonomy is mainly intended for classroom assessment. Because textbooks have potential to educate teachers and future teachers, textbook writers…
Science and Technology of Terrorism and Counterterrorism
Developing and Validating Test Items
Since test items are the building blocks of any test, learning how to develop and validate test items has always been critical to the teaching-learning process. As they grow in importance and use, testing programs increasingly supplement the use of selected-response (multiple-choice) items with constructed-response formats. This trend is expected to continue. As a result, a new item writing book is needed, one that provides comprehensive coverage…
Psychology (8 works) · Computer Science (6 works) · Psychometrics (5 works) · Test (biology) (5 works) · Mathematics (4 works) · Psychometric Methodologies and Testing (4 works) · Student Assessment and Feedback (4 works) · Item analysis (3 works) · Mathematics education (3 works) · Multiple choice (3 works)