A set of design patterns for digital item types has been developed in response to challenges identified in various projects by teachers in higher education. The goal of the projects in question was to design and develop formative and summative tests, and to develop interactive learning material in the form of quizzes. The subject domains involved…

The type of cognitive processing most beneficial to memory may depend on the structure of the material and the type of retrieval test required. Relational encoding organizes words by their relationships, while item-specific encoding processes words on an individual basis. To obtain information on these cognitive processes as they relate to the use…

Determined effects of various methods and formats on subjects' (N=253) responses to a Piagetian reasoning problem requiring control of variables. Results indicate that format but not method of task administration influences subjects' performance and that the influence is similar for various combinations of methods and format. (Author/JN)

A unidimensional latent trait model was used to test a single-factor hypothesis of the Lawson Classroom Test of Formal Reasoning. The test failed to provide a valid measure of formal reasoning. This was a result of test format which neglected aspects of formal reasoning emphasized by Inhelder and Piaget. (Author/DWH)

Development of an information processing model provided concepts for analyzing test anxiety. Results implied that worry reported by high test-anxious students is due to inadequate knowledge of subject matter rather than a personality characteristic. Programs emphasizing learning strategies and coping techniques are urged. (CE)

Free response and machine-scorable versions of a test called Formulating Hypotheses were compared with respect to construct validity. Results indicate that the different forms involve different cognitive processes and measure different qualities. (Author/JKS)

Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)

A correlational analysis was performed to examine the relationship between recognition and recall test formats. A total of 236 college students completed one of four 80-item general knowledge tests; the forms contained 20 items of each of four formats: (1) true; (2) false; (3) multiple-choice; and (4) free response. Ninety-three of the subjects…

The relationship between metamemorial accuracy and student test performance was assessed in a graduate educational psychology class. Metamemory is defined as information about the content of one's own memory. Adult students in two courses (N=67) were asked to select multiple choice answers in two midterms and a final examination and to rate their…

A biochemistry examination administered to 114 dental students consisted of 20 items that measured knowledge and 18 items that measured either comprehension or application. Each item was written with five choices, half the class being presented the original version, half a content-similar derivative that included three choices. (Author/LMO)

Determined effects of various methods and formats of administering a Piagetian task on college students' (N=376) performance. Concludes neither method nor format influenced subject performance; and this lack of influence is similar for various combinations of method and format. Importance of this finding and implications for teachers are…

The cognitive approach to education and instruction is discussed, with a focus upon achievement test question processing. A model of multiple-choice processing is discussed and used to develop a proposed model of recall processing. Each model is tested by the means of investigating the use of retrieval cues in processing each type of question. The…

The comparability of computerized and paper-and-pencil tests was examined from cognitive perspective, using verbal protocols rather than psychometric methods, as the primary mode of inquiry. Reading comprehension items from the Graduate Record Examinations were completed by 48 college juniors and seniors, half of whom took the computerized test…

Reports a study to compare the performance of Australian university students on chemistry questions delivered in two different formats: multiple choice and grid. Concluded that students encounter more difficulties with questions presented in the grid format and that grid questions demand a deeper understanding of the topic. (MDH)

Examines the strategies used in answering a computerized multiple-choice test where all questions on a semantic topic were grouped together or randomly distributed. Findings indicate that students grouped by performance on the test used different strategies in completing the test due to distinct cognitive processes between the groups. (AEF)