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Skaggs, Gary; Hein, Serge F. – Educational and Psychological Measurement, 2011
Judgmental standard setting methods have been criticized for the cognitive complexity of the judgment task that panelists are asked to complete. This study compared two methods designed to reduce this complexity: the yes/no method and the single-passage bookmark method. Two mock standard setting panel meetings were convened, one for each method,…
Descriptors: Standard Setting (Scoring), Methods, Cutting Scores, Experienced Teachers
Peer reviewedWright, Robert J.; Richardson, Leroy – Educational and Psychological Measurement, 1977
This study investigated the relationship between response style in college course evaluation and cognitive complexity of respondent. A significant relationship was found between a measure of cognitive complexity and within subject variance on the course evaluation instrument. (Author/JKS)
Descriptors: Cognitive Processes, College Students, Course Evaluation, Difficulty Level
Peer reviewedBlumberg, Phyllis; And Others – Educational and Psychological Measurement, 1982
First year medical students answered parallel multiple-choice questions at different taxonomic levels as part of their diagnostic examinations. The results show that when content is held constant, students perform as well on interpretation and problem-solving questions as on recall questions. (Author/BW)
Descriptors: Classification, Cognitive Processes, Difficulty Level, Higher Education
Birney, Damian P.; Halford, Graeme S.; Andrews, Glenda – Educational and Psychological Measurement, 2006
Relational complexity (RC) theory conceptualizes an individual's processing capacity and a task's complexity along a common ordinal metric. The authors describe the development of the Latin Square Task (LST) that assesses the influence of RC on reasoning. The LST minimizes the role of knowledge and storage capacity and thus refines the…
Descriptors: Memory, Age Differences, Cognitive Processes, Psychometrics

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