Assuring the quality of education is a concern of learning institutions. To do so, it is necessary to have assertive learning management, with consistent data on students' outcomes. This research provides associate deans and researchers, a roadmap with which to gather evidence to improve the quality of open-ended assessments. Based on statistical…

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…

With the exponential increase in the volume of data available in the 21st century, data literacy skills have become vitally important in work places and everyday life. This paper provides a systematic review of available data literacy assessments targeted at different audiences and educational levels. The results can help researchers and…

Formative Classroom Assessment Techniques (CAT) have been well-established instructional tools in higher education since their exposition in the late 1980s (Angelo & Cross, 1993). A large body of literature exists surrounding the strengths and weaknesses of formative CATs. Simpson-Beck (2011) suggested insufficient quantitative evidence exists…

This paper reviews the literature on comparing online and paper course evaluations in higher education and provides a case study of a very large randomised trial on the topic. It presents a mixed but generally optimistic picture of online course evaluations with respect to response rates, what they indicate, and how to increase them. The paper…

Examined equivalence of mode of administration of the Career Decision-Making System, comparing paper-and-pencil version and computer-based version. Findings from 61 undergraduate students indicated that the computer-based version was significantly more reliable than paper-and-pencil version and was generally equivalent in other respects.…

This study compared the item difficulty, item discrimination, and test reliability of three forms of multiple-choice items: (1) one correct answer; (2) "none of the above" as a foil; and (3) "none of the above" as the correct answer. Twelve items in the three formats were administered in a college statistics examination. (BS)

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)

Indices were constructed to measure individual differences in the effects of the automated testing format and repeated testing on Minnesota Multiphasic Personality Inventory (MMPI) responses. Two types of instability measures were studied within a data set from the responses of 150 undergraduate students who took a computer-administered and…

Examines the CUNY-WAT program and questions many aspects of it, especially the choice and phrasing of topics. (FL)

Investigated measurement characteristics of both forms of Finding Embedded Figures Test (FEFT). College students (N=302) completed both forms of FEFT or one form of FEFT and Group Embedded Figures Test. Results suggest that FEFT forms provide reasonable reliable and valid data. (Author/NB)

Disguising scale purpose by using an innocuous skill title and filler items had no effect on the reliability and validity of Rotter's Interpersonal Trust Scale. (Author)

A comparison of double as opposed to single multiple-choice questions yielded significant differences in regard to item difficulty, item discrimination, and internal reliability, but not concurrent validity. (Author/PN)

Nonrestricted-answer, multiple-choice test items are recommended as a way of including more facts and fewer incorrect answers in test items, and they do not cue successful guessing as restricted multiple choice items can. Examination construction, scoring, and reliability are discussed. (MSE)

Achievement test reliability and validity as a function of ability were determined for multiple sections of a large undergraduate French class. Results did not support previous arguments that decreasing the number of options results in a more efficient test for high-level examinees, but less efficient for low-level examinees. (Author/GK)