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Download full textKim, Sooyeon; Moses, Tim – ETS Research Report Series, 2014
The purpose of this study was to investigate the potential impact of misrouting under a 2-stage multistage test (MST) design, which includes 1 routing and 3 second-stage modules. Simulations were used to create a situation in which a large group of examinees took each of the 3 possible MST paths (high, middle, and low). We compared differences in…
Descriptors: Comparative Analysis, Difficulty Level, Scores, Test Wiseness
Peer reviewedKlimko, Ivan P. – Journal of Experimental Education, 1984
The influence of item arrangement on students' total test performance was investigated. Two hierarchical multiple regression analyses were used to analyze the data. The main finding within the context of this study was that item arrangements based on item difficulties did not influence achievement examination performance. (Author/DWH)
Descriptors: Achievement Tests, Cognitive Style, College Students, Difficulty Level
Katz, Irvin R.; Friedman, Debra E.; Bennett, Randy Elliot; Berger, Aliza E. – College Entrance Examination Board, 1996
This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more…
Descriptors: Multiple Choice Tests, College Entrance Examinations, Problem Solving, Cognitive Style
