Abstract
This chapter is a survey of four different applications of probabilistic models to problems in educational measurement. The first, by Esdaille, is an analysis of the Bermuda Educational Assessment Programme's Primary 5 Mathematics Component. The second, by Shaw, presents a detailed comparison of two South African tests, one multiple choice and the other short response direct questions, and suggests that the medium correlation coefficient usually obtained in comparisons between scores obtained from multiple-choice items and direct questions can in part be attributed to design errors in some multiple choice items. The third study tests the assertions of some linguists and literary critics that it may not be possible to expect or derive normative understandings of irony. Smith's analysis of over 250 U.S. students' interpretations of ironic poetry shows otherwise. Finally, Valgeirsdóttir describes how a probabilistic model informed the iterative construction of a pencil and paper adaptive aptitude test in Iceland.
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