The purpose of this study was to estimate the overall reliability values for the scores produced by Runco Ideational Behavior Scale (RIBS) and explore the variability of RIBS score reliability across studies. To achieve this, a reliability generalization meta-analysis was carried out using the 86 Cronbach's alpha estimates obtained from 77 studies…

This research study describes the correlations between student performance and examination format in a higher education teaching and research institution. The researchers employed a quantitative, correlational methodology utilizing linear regression analysis. The data was obtained from undergraduate student test scores over a three-year time span.…

The College English Test (CET) is an English language test designed for educational purposes, administered on a very large scale, and used for making high-stakes decisions. This paper discusses the key issues facing the CET during the course of its development in the past two decades. It argues that the most fundamental and critical concerns of…

The relationship between performance on four test formats (multiple-choice theory, multiple-choice quantitative, open-ended theory, open-ended quantitative) and scores on the Kolb Learning Style Inventory was investigated for 49 accounting students. Learning style was significant for all formats except multiple-choice quantitative. (SK)

Three-item orderings and two levels of knowledge of ordering were used to study differences in test results, student's perception of the test's fairness and difficulty, and student's estimation of test performance. No significant order effect was found. (Author/GK)

Students in a computer technology course completed either a paper-and-pencil test (n=40) or an online test in a proctored computer lab (n=43). Test scores were equivalent, but the online group, particularly freshmen, completed the test in less time. Online testing time did not correlate with test score. (Contains 30 references.) (SK)

This study utilized a test, re-test procedure to investigate what effects a change in the order, or sequence, of test items would have on student performance. College juniors (n=102) were given a 50-item multiple-choice and matching item test on the general subject of educational measurement. The items had no particular sequence, but had simply…

Accounting students (n=202) had different preferences for learning discrete facts, quick and easy problems, and new and ambiguous situations. On a multiple-choice test and unstructured task completed by 73 students, preference for quick and easy problems distinguished poor and good performers on the task but not on the test. (SK)

The effects of examination format and previous experience with microcomputers on the test scores of 96 undergraduate students were investigated. Results indicated no significant differences in the scores obtained on the two types of test administration (microcomputer and traditional paper and pencil). Computer experience was not an important…

Discussion of adapting traditional paper and pencil tests to electronic formats focuses on a study of undergraduates that examined the equivalence between computer-based and traditional tests when the computer testing provided opportunities comparable to paper testing conditions. Results showed no difference between scores from the two test types.…

Analyzes alternative cloze forms derived from selected deletion strategies, scoring procedures, and blank conditions for respective effects on the cloze test performance of college-level readers. (HOD)

A study examined the interactive effects of accounting students' language background (English as a first or second language) and test item format on test scores. Items on the same material were in four formats: multiple choice quantitative, multiple choice theoretical, open-ended quantitative, and open-ended essay questions. (Author/MSE)

A study involving undergraduate college students enrolled in an introductory psychology course showed that test item arrangement by difficulty or by order of content presentation has no effect on total achievement test score. The data also fail to demonstrate any influence of test item order on student perception of test difficulty. (RM)

Describes an attempt to construct an ESL dictation test that would: (1) be appropriate for a wide range of ability, (2) be easy and fast to score, (3) consist of set items that would form both a unidimensional and cumulative scale, and (4) yield scores that would be directly interpretable with respect to specified levels of English proficiency.…

Used samples of 142 management and 123 nursing undergraduates to evaluate the psychometric properties and factor structure of the newly developed Form S (short form) of the Watson-Glaser Critical Thinking Appraisal (G. Watson and E. Glaser, 1964, 1994). Results provide only limited support for Form S, and further refinement is suggested. (SLD)