ITEMS - Instructional Topics in Educational Measurement Series

Regardless whether you are a user of educational measurement technology or teach courses in educational and psychological measurement, if you want to read relatively brief overview modules on select measurement topics, you should check out the free on-line NCME ITEMS modules.  The goal of ITEMS is to improve the understanding of educational measurement principles by providing brief instructional units on timely topics in the field, modules developed for use by college faculty and students as well as by workshop leaders and participants.  ITEMS are a product provided by the National Council on Measurement in Education (NCME)

Below is information I lifted from the NCME ITEMS web page:

Instructional modules are designed to be learner-oriented and consist of an abstract, tutorial content, exercises, and annotated references. The teaching aids accompanying most modules are designed to support the use of the instructional modules in teaching and workshop settings by providing supplemental student exercises, references, test items, and figures or masters for transparencies.

The ITEMS modules can be downloaded as PDF files below (you can use Adobe Reader to view them).

• Introduction & Module 1, Fall 1987: Design and Development of Performance Assessment.
  Richard J. Stiggins
• Teaching Aids, Module 1
• Module 2, Winter 1987: Obtaining Intended Weights When Combining Students' Scores.
  Albert C. Oosterhof
• Teaching Aids, Module 2
• Module 3, Spring 1988: Reliability of Scores From Teacher-Made Tests.
  David A. Frisbie
• Teaching Aids, Module 3
• Module 4, Summer 1988: Formula Scoring of Multiple-Choice Tests (Correction for Guessing).
  Robert B. Frary
• Teaching Aids, Module 4
• Module 5, Fall 1988: Using CRTs in Program Curriculum Evaluation.
  Steven J. Osterlind
• Teaching Aids, Module 5
• Module 6, Winter 1988: Traditional Equating Methodology.
  Michael J. Kolen
• Teaching Aids, Module 6
• Module 7, Spring 1989: Comparison of 1-, 2-, and 3-Parameter IRT Models.
  Deborah Harris
• Teaching Aids, Module 7
• Module 8, Spring 1991: Understanding Reliability.
  Ross E. Traub, Glenn L. Rowley
• Module 9, Summer 1991: Standard Error of Measurement.
  Leo M. Harvill
• Module 10, Fall 1991: IRT Equating Methods.
  Linda L. Cook, Daniel R. Eignor
• Module 11, Spring 1992: Using Portfolios of Student Work in Instruction and Assessment.
  Judith A. Arter, Vicki Spandel
• Module 12, Summer 1992: High Quality Classroom Assessment: What Does it Really Mean?
  Richard Stiggins
• Module 13, Fall 1992: Developing a Personal Grading Plan.
  David A. Frisbie, Kristie K. Waltman
• Module 14, Winter 1992: Generalizability Theory.
  Robert L. Brennan
• Module 15, Spring 1993: Assessing Student Achievement With Term Papers and Written Reports.
  Susan M. Brookhart
• Teaching Aids, Module 15
• Module 16, Fall 1993: Comparison of Classical Test Theory and Item Response Theory and Their Application to Test Development.
  Ronald K. Hambleton, Russell W. Jones
• Module 17, Spring 1994: Guidelines for Development of Item Banks.
  Annie W. Ward, Mildred Murray-Ward
• ITEMS Feedback Questionnaire
• Standard-Setting Guidelines.
  Gregory J. Cizek
• Using Statistical Procedures to Identify Differentially Functioning Test Items.
  Brian E. Clauser, Kathleen M. Mazor
• Using Multidimensional Item Response Theory to Evaluate Educational and Psychological Tests.
  Terry A. Ackerman, Mark J. Gierl, Cindy M. Walker
• Exploring the Logic of Tatsuoka's Rule-Space Model for Test Development and Analysis.
  Mark J. Gierl, Jacqueline P. Leighton, Stephen M. Hunka
• Setting Performance Standards: Contemporary Methods.
  Gregory J. Cizek, Michael B. Bunch, Heather Koons

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