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Do the questions provide suf cient information for the ime it takes the test taker to respond, and leave time so that I can ask more questions to ensure con dence in the decision made using their scores Can I evaluate the responses consistently, quickly, and accurately By following the principled design sequence, test developers become more than subject matter experts They now participate in the realm of test engineers and software architects The answers to the questions above should provide the speci cations for assessment task design Among the speci cations that can result from a principled design are the tools (exhibits, calculators, spreadsheets, word processors, search engines, etc) that need to be available to the test taker to provide the necessary information, limitations on the length of the task based on the amount of information to be generated from it, the range, breadth, and depth of content that is appropriate for the task, and the rubrics, keys, and rules to evaluate of the response (single key, lists of acceptable keys, algorithms, etc) In other words, principled design will produce assessment templates that both enable and constrain test development A principled design can also provide standardized speci cations for the tools For example, there may be suf cient overlap across different nancial situations that several entire classes of tasks can all be supported by one, two, or three standard spreadsheet templates Properly designed, these templates would be large enough to allow the creation of useful measurement tasks, but would ensure that the test developer does not introduce unnecessary and time-consuming complexity into the task Bene ts from this design process should be decreased complexity of task development, increased quality and consistency across tasks, which aids both the developers and the candidates, known task characteristics (eg unidimensional or multidimensional), known response characteristics, comprehensive scoring speci cations, and reduced costs of both development and scoring An important intended longer-term bene t from a rigorous principled design is the development of tasks with known statistical properties Once the features of the task have been stabilized and the essential format of the item or task has been administered to test takers, the empirical dif culty of scored elements can be estimated An example of the usefulness of collateral information in the prediction of statistical properties of new items is available from Keller (2002) These estimates could be useful in scoring (or calibration with smaller samples) when new tasks are based on the same template Such a result would dramatically reduce the time between the development of a task and its use in an operational test (by eliminating the need for pretesting or post-administration analyses) and allow faster scoring and reporting Additional bene ts of a principled design include automated, or semiautomated, task generation and review, thus further reducing development time and expense (see, eg, Brittingham et al, 2000) In order to meet consumer needs, performance exercises of the future will need to measure a combination of skills and content, be template based, and.

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3 The time is increasing with p This is understandable because fewer of the particles exit the y = 0 surface of the cylinder and thus the typical particle has more collisions in the biased game 4 With one exception, the mean is decreasing with increasing p This phenomenon occurred regularly enough that the exponential transform was sometimes called the dial an answer technique at Los Alamos, because the mean seemed to depend on the user s choice of p The sample mean will onverge to the true mean after enough samples, but the user may not be able to afford that many samples; this is a rare event sampling problem that is occurring 5 The fractional errors (standard deviation of the mean divided by the mean) are all quite high The general rule of thumb is that means are not believable until the error is less than 10% 6 The variance of the variance , Var (Var(X)) / (Var(X))2 , values are all quite high The general rule of thumb is that variance of the variance should be below 01 for a reliable calculation 7 The tail slope [23, 31] is a measure of how many moments exist A tail slope of k indicates that k 1 moments exist MCNP requires at least 500 non-zero history scores before attempting to estimate the slope; this accounts for the 0 slope estimate for the smaller p entries 8 The gure of merit (fom) is 1/(error 2 time) and is a measure of the ef ciency of the calculation 9 The last line shows the result at 50 million histories for what looked like the best parameter at 5 million histories Note that the fractional error estimate.

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most candidates had to take all sections of the examination in a single two-day period and receiving credit for an examination section was conditioned not only on performance on that section, but also performance on other sections Under CBT, candidates are allowed to take as many or few sections as they desire and performance on other sections has no bearing on the granting of credit for a given section These factors created two issues that had to be resolved First, how could a standard setting study be conducted that would provide appropriate information on the new item formats Second, how should the policy-makers (the Board of Examiners) consider the standard setting data along with other relevant information to establish the passing standards One study was conducted (Hambleton & Pitoniak, 2002) to identify and select standard setting methods The results of the studies supported the use of standard setting techniques that required expert panelists to evaluate both the content of the test and representative performance of examinees Thus, the operational standard setting studies were based on methods that provided panelists with examples of actual examinee performance on speci c assessment tasks However, the data provided to panelists was either (1) collected in the paper-based program under the prior administrative regulations or (2) based on low stakes, pretest administrations of the new item formats As a result, even though the design and conduct of the studies was appropriate (ie there was a satisfactory answer to the rst issue), the extent to which the results could be expected to represent performance of minimally competent candidates in the new administrative environment was unclear Therefore, there was no clear direction for the policy makers deliberations on how to incorporate the standard setting results with other relevant information This dilemma is not new in high stake testing, as evidenced by the special issue of Educational Measurement: Issues and Practices in 1991 and the work of Glass (1978) Ultimately, the policy body charged with setting the nal passing scores, the Board of Examiners, used the standard setting study results as the basis of its decision However, it adjusted the study-based standard substantially based on other information including, but not limited to, the expected stakeholder perceptions of the validity of the examination if passing rates varied dramatically from prior experience This is a dilemma that will undoubtedly be faced by more and more test sponsors as consumer demands result in signi cant changes to tests and testing conditions Further research is essential to provide policy groups with guidance concerning how to responsibly set passing standards that incorporate multiple information sources in manner that, while arbitrary, is not capricious.

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