Publications and Evaluation News

	Equating and normalizing of questionnaires and tests.	Fundamentals of the linear equating and equivalence of questionnaire forms.
	Fundamentals of assessment.	Basic technical evaluation .
	Objective item scoring.	Models for scoring items of multiple choice, column relationship, hierarchical order, etc.
	Objective item bank.	Item Banking Model as diverse services tool for the evaluator.
	Instruments for educational assessment.	Many useful elements for educational assessment, from paper and pencil to on-line tests.
	Opinion rating scales and tests.	Opinion tests design, Likert scales and their scoring method.
	Planning of a course in T-3 System.	New version is under developement.
	Mathematical Formalization.	Clarifies the mathematical formalization scheme during the class, from the reflexive learning point of view.
	The reflexive learning in the educational practice.	Fundamentals and applicaton of the reflexive learning. The original foundation for professors interested in the so called "significant learning".
	Objetive items creation.	Manual for the design of objective items :hierarchical order, true-false, multiple choice, etc. Includes examples.
	Test design.	Manual for the developement of questionnaires based on the classical theory.
	Preparing and scoring objective items.	Manual that presents the basic rules, common practices and techniques about this topic.
	Kit of technical Notes.	All the available collection of evaluation notes.

	E-01	Improvement of the algorithm that generates the table of frequencies in KALT.
	E-02	KALT-UNO® a program for general statistical reports.
	E-03	The normal distribution model.
	E-04	Introduction to CENEVAL scale and its interpretation.
	E-05	Some aspects of CENEVAL scale.
	E-06	Contents of the item analysis report generated by KALT®.
	E-07	Calculation of the discrimination power of many samples.
	E-08	Brief notes about the Rasch model (1).
	E-09	INTERBIG®: Interface program between BIGSTEPS and KALT®.
	E-10	Relationships between the difficulty and discrimination levels (1). (Part one: study of the difficulty level).
	E-11	Relationships between the difficulty and discrimination levels (2). (Part two: study of the discrimination).
	E-12	Relationships between the difficulty and discrimination levels (3). (Part three: discrimination domain).
	E-13	Relationships between the difficulty and discrimination levels (4). (Part four: discriminative norm).
	E-14	KALTUNIR® - Tool for linking files to be used with KALT®.
	E-15	Discrimination hypothesis testing. (Definition of the discriminative norm of an item).
	E-16	Equivalence among different questionnaire formats.
	E-17	Results normalization in KALT®. (Implementation to the CENEVAL scale).
	E-18	New KALT®capabilities.
	E-19	Some examples of statistical values interpretation: Percentiles (1).
	E-20	Some examples of statistical values interpretation: Percentiles (2).
	E-21	Some examples of statistical values interpretation: Mean.
	E-22	Quality analysis of the equivalence adjustment among questionnaire formats.
	E-23	EQUATING®. Tool for linear equivalence among formats.
	E-25	Products from the University of Chicago for the Rasch analysis.
	E-26	Random sampling of big populations using EXPLORER®.
	E-27	EXPLORER's®. capabilities.
	E-28	Assigning values to topics and items (1).
	E-29	Brief notes about the Rasch model. (2).
	E-34	The scoring model. (Eduardo Belaunzarán G.)
	E-35	VALITé (Validity content tables generator)
	E-36	P value table for X² distribution.
	E-39	Complementary note about linear format equating.
	E-40	Implementation conditions for the equating process.
	E-41	New INTERBIG®. capabilities.
	E-42	Comments about the frequency and accumulated frequency charts in KALT®.
	E-43	Modification to the accumulated frequency chart in KALT®.
	E-44	Emma Castelnuovo, champion of mathematical teaching. (Agustín Tristán)