Various school systems are developing proficiency
tests which are conceptualized as representing a
variety of skills with one or more items per skill.
This paper discusses how certain recent technical
advances might be extended to examine these tests.
In contrast to previous analyses, errors at the item
level are included; and it is shown that inclusion of
these errors implies that a substantially longer test
might be needed. One approach to this problem is
described, and directions for future research are