ABSTRACT
This chapter discusses building content and statistical specifications for higher education assessments. It focuses on the classroom assessments, large-scale educational assessments, and licensure and certification examinations, which illuminates the development of content and statistical specifications for tests that are administered during, prior to, and after postsecondary education. The discussion of test item scores and calculating item statistics has focused on dichotomously scored items, such as multiple-choice or true-false questions. Computers can be used for a variety of activities, ranging from the collection of states' curricula during test development to exam administration and score reporting. A computer may be used for administering an intact test form, referred to as computer-based testing (CBT). A computer may also be used simultaneously for item selection and test administration, called computer-adaptive testing (CAT). Many professionals in higher education will not formally participate in large-scale test-development processes.
