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Effects of Schema-Based and Text Structure-Based Cues on Expository Prose Comprehension in Fourth Graders.
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Spires, Hiller A.; And Others – Journal of Experimental Education, 1992
Effects of schema-based cues (previewing) and structure-based cues (structure cueing) on comprehension of expository prose were studied with 74 fourth graders. Results indicate a significant pattern of higher performance by the previewing group, in comparison with the structure-cued group and a control group. (SLD)
Descriptors: Comparative Testing, Control Groups, Cues, Elementary School Students
On the Construct Validity of Multiple-Choice Items for Reading Comprehension.
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van den Bergh, Huub – Applied Psychological Measurement, 1990
In this study, 590 third graders from 12 Dutch schools took 32 tests indicating 16 semantic Structure-of-Intellect (SI) abilities and 1 of 4 reading comprehension tests, involving either multiple-choice or open-ended items. Results indicate that item type for reading comprehension is congeneric with respect to SI abilities measured. (TJH)
Descriptors: Comparative Testing, Computer Assisted Testing, Construct Validity, Elementary Education
The Effects of Group Computer-Based Instruction and Learning Style on Achievement and Attitude.
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Orr, Kay L.; Davidson, Gayle V. – 1993
The effects of group computer-based instruction and learning style on achievement and attitude were studied for 190 elementary school students in grades 4 and 5 in Austin (Texas). The cooperative learning methodology chosen for this study was "Learning Together." Learning Together is a cooperative learning method emphasizing five major…
Descriptors: Academic Achievement, Astronomy, Cognitive Style, Comparative Testing
A Comparison of Multiple-Choice and Constructed Figural Response Items.
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Martinez, Michael E. – Journal of Educational Measurement, 1991
Figural response items (FRIs) in science were administered to 347 fourth graders, 365 eighth graders, and 322 twelfth graders. Item and test statistics from parallel FRIs and multiple-choice questions illustrate FRIs' more difficult and more discriminating nature. Relevance of guessing to FRIs and diagnostic value of the item type are highlighted.…
Descriptors: Comparative Testing, Constructed Response, Elementary School Students, Elementary Secondary Education
Obtaining Information about Learners' Thinking Strategies from Wrong Answers on Multiple-Choice Tests.
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Powell, J. C.; Shklov, N. – Educational and Psychological Measurement, 1992
An age-dependent answer-selection sequence of answers on multiple-choice tests suggested by previous studies was supported using statistical rather than clinical means. Results with 2,810 students aged 88 months through 241 months given a reading comprehension test twice during a 5-month interval support the systematically connected age-dependent…
Descriptors: Adolescents, Adults, Age Differences, Children
Test-Wise Responses of Third-, Fifth-, and Sixth-Grade Students to Clued and Unclued Multiple-Choice Science Items.
Sudweeks, Richard R.; And Others – 1989
Testwise responses of grade-school students to multiple-choice science items and the intercorrelations between different testwiseness skills were examined in this document. A total of 134 third-grade, 133 fifth-grade, and 143 sixth-grade students from two elementary schools in a large suburban school district in Utah responded to 60 science items…
Descriptors: Age Differences, Child Development, Cognitive Processes, Comparative Testing