Descriptor
| Difficulty Level | 2 |
| Test Construction | 2 |
| Test Format | 2 |
| Test Items | 2 |
| Educational Testing | 1 |
| Expectation | 1 |
| Higher Education | 1 |
| Item Analysis | 1 |
| Junior High Schools | 1 |
| Multiple Choice Tests | 1 |
| Recall (Psychology) | 1 |
| More ▼ | |
Source
| Contemporary Educational… | 2 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedBarker, Douglas; Ebel, Robert L. – Contemporary Educational Psychology, 1982
Two forms of an undergraduate examination were constructed. Tests varied with respect to item truth value (true, false) and method of phrasing (positive, negative). Negatively stated items were more difficult but not more discriminating than positively stated items. False items were not more difficult but were more discriminating than true items.…
Descriptors: Difficulty Level, Higher Education, Item Analysis, Response Style (Tests)
Peer reviewedKumar, V. K.; And Others – Contemporary Educational Psychology, 1979
Ninth-graders read a passage for a test to be taken the next day, anticipating a recall test, a multiple-choice test, and a retention test. Half received either a recall or a recognition test regardless of prior instructions. Subjects did better on the recognition tests in all conditions. (Author/RD)
Descriptors: Difficulty Level, Educational Testing, Expectation, Junior High Schools
