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Yang, Chunliang; Li, Jiaojiao; Zhao, Wenbo; Luo, Liang; Shanks, David R. – Educational Psychology Review, 2023
Practice testing is a powerful tool to consolidate long-term retention of studied information, facilitate subsequent learning of new information, and foster knowledge transfer. However, practitioners frequently express the concern that tests are anxiety-inducing and that their employment in the classroom should be minimized. The current review…
Descriptors: Tests, Test Format, Testing, Test Wiseness
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Albanese, Mark A. – Educational Measurement: Issues and Practice, 1993
A comprehensive review is given of evidence, with a bearing on the recommendation to avoid use of complex multiple choice (CMC) items. Avoiding Type K items (four primary responses and five secondary choices) seems warranted, but evidence against CMC in general is less clear. (SLD)
Descriptors: Cues, Difficulty Level, Multiple Choice Tests, Responses
Woldbeck, Tanya – 1998
This paper summarizes some of the basic concepts in test equating. Various types of equating methods, as well as data collection designs, are outlined, with attempts to provide insight into preferred methods and techniques. Test equating describes a group of methods that enable test constructors and users to compare scores from two different forms…
Descriptors: Comparative Analysis, Data Collection, Difficulty Level, Equated Scores
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Knowles, Susan L.; Welch, Cynthia A. – Educational and Psychological Measurement, 1992
A meta-analysis of the difficulty and discrimination of the "none-of-the-above" (NOTA) test option was conducted with 12 articles (20 effect sizes) for difficulty and 7 studies (11 effect sizes) for discrimination. Findings indicate that using the NOTA option does not result in items of lesser quality. (SLD)
Descriptors: Difficulty Level, Effect Size, Meta Analysis, Multiple Choice Tests
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Frisbie, David A. – Educational Measurement: Issues and Practice, 1992
Literature related to the multiple true-false (MTF) item format is reviewed. Each answer cluster of a MTF item may have several true items and the correctness of each is judged independently. MTF tests appear efficient and reliable, although they are a bit harder than multiple choice items for examinees. (SLD)
Descriptors: Achievement Tests, Difficulty Level, Literature Reviews, Multiple Choice Tests
Wainer, Howard; Thissen, David – 1994
When an examination consists in whole or part of constructed response test items, it is common practice to allow the examinee to choose a subset of the constructed response questions from a larger pool. It is sometimes argued that, if choice were not allowed, the limitations on domain coverage forced by the small number of items might unfairly…
Descriptors: Constructed Response, Difficulty Level, Educational Testing, Equated Scores
Halpin, Glennelle; Halpin, Gerald – 1980
A review of the literature on the influence of testing on learning and retention reveals the need for more comprehensive research findings in this regard. This study was designed to investigate further the direct effects of tests in contrast with no tests on learning and retention in ongoing college-level classes with both the instructor and the…
Descriptors: Academic Achievement, Course Evaluation, Difficulty Level, Higher Education
Colton, Dean A. – 1993
Tables of specifications are used to guide test developers in sampling items and maintaining consistency from form to form. This paper is a generalizability study of the American College Testing Program (ACT) Achievement Program Mathematics Test (AAP), with the content areas of the table of specifications representing multiple dependent variables.…
Descriptors: Achievement Tests, Difficulty Level, Error of Measurement, Generalizability Theory
Bolden, Bernadine J.; Stoddard, Ann – 1980
This study examined the effect of two ways of question phrasing as related to three styles of expository writing on the test performance of elementary school children. Multiple-choice questions were developed for sets of passages which were written using three different syntactic structures; and which had different levels of difficulty. The…
Descriptors: Difficulty Level, Elementary Education, Kernel Sentences, Multiple Choice Tests
Miller, George A. – 1986
In assessing the quality of science teaching for an effort such as the National Assessment of Educational Progress (NAEP), it is important to understand what is meant by scientific thinking--the search for explanations. Instruction should involve higher-order cognitive skill development, but it is difficult to measure reasoning and understanding…
Descriptors: Cognitive Processes, Difficulty Level, Educational Assessment, Educational Testing