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The extent of the changes in test theory and testing practices today could not have been predicted 38 years ago I know too that it is impossible to accurately predict the status of educational and psychological testing 38 years from now But Professor Drasgow, Ms Mattern, and Professor van der Linden have clearly pointed to directions in which testing theory and testing practices will be moving Three important topics are clear from their presentations at the conference: (1) the impact of item response theory, (2) the impact of the computer on test designs, and (3) the emerging impact of new item types on assessment practices In the remainder of my remarks, I would like to touch on each topic, and suggest a few important areas for future research Also, in view of the changes that are taking place in test theory and practice, I shall conclude with several remarks about the nature of training for psychometricians in the future

The mere idea of insect pests strikes fear, or at least a vague discomfort, into the hearts of owners and tenants alike (Did you get the heebie-jeebies just reading that ) Many more insect pests exist than we have the space to cover here, and most often they deserve the attention of a professional exterminator Before you call in the professionals, however, you might as well know what you re calling them about The most common house pests on six legs in Canada include the following: Cockroaches: Cockroaches may not do structural damage, but their presence is a symptom of structural shortcomings in your building Getting rid of them is the first step to creating a more pleasant environment for tenants; making sure cockroaches don t come back is the next

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Another way of looking at this is to explore the traditional method broadcasters use to present their content If you were to view a length of videotape representing just the content for a full-length news or entertainment segment, you would observe occasional black frames and an audio dropout, indicating the space needed for a commercial break

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Until recently, classical test theory has provided the statistical underpinnings for both educational and psychological tests (Gulliksen, 1950) Many of the basic formulas are well known and appear in introductory textbooks on educational and psychological testing: the Spearman Brown formula, standard error of measurement, corrections to correlations for score range restrictions, correction formulas for correlations due to the unreliability of the measurements, formula linking test length and validity, approaches to reliability estimation, and more Despite the usefulness of classical test theory and models in psychometric methods, and I expect that usefulness to continue, there are de nite shortcomings and they were recognized as early as Gulliksen (1950) Basically, what he and other psychometricians of the time valued were item statistics that were not dependent on the samples from which they came If high performing examinees were used in the analyses, items appeared easier than if they were administered to lower performing examinees Item discrimination indices such as the popular point biserial correlation are also in uenced by the characteristics of examinee samples, especially score variability However, what was valued by these early psychometricians proved to be elusive item statistics that were independent of the particular characteristics of examinee samples Obviously this sample independence would eliminate problems associated with having details about the particular samples prior to using them in test development work Of course, in practice, samples should be drawn that are representative of the population in which the test will be used, but this is often not possible, so the problem of sample dependent item statistics remains Note too that test statistics such as reliability estimates are also examinee sample dependent and therefore generalizations to examinee populations may be limited in some instances An even bigger shortcoming of classical test theory, given today s interest in matching test dif culty to the examinee s ability level that was described by.

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