This paper presents the Agresti & Coull "Adjusted Wald" method for computing confidence intervals and margins of error for common proportion estimates. The presented method is easily implementable by business students and practitioners and provides more accurate estimates of proportions particularly in extreme samples and small…

The effects of feedback are largely determined by the students' perception of his original response. Feedback is most advantageous when it follows a response in which the student has high confidence. Findings are based on a study of college students working with a programmed text. (MV)

Undergraduate business students completed two multiple-choice tests: one in which they indicated their answer and one of three levels of confidence, and one in which they circled the item only when they possessed high confidence in the answer. The three-level test took longer to take and grade; students preferred the second format. Both types…

Investigates whether college readers are aware of their performance following multiple-choice comprehension tests. Certainty ratings were more consistent with students' actual performance for opposites and analogies than for comprehension test items. (SR)

Focuses on a unique measurement procedure which allows students to indicate when and the extent to which they guess on an examination. Suggests that such a procedure increases the accuracy of information derived from objective tests. (MH)

Details an investigation of student attitudes toward confidence testing in several undergraduate speech communication courses and concludes that students feel that this form of testing provides a better estimate of their knowledge than do conventional objective tests. (MH)

The effects of subsequent related information and cognitive flexibility on prose recall were studied. Subjects read a passage; then were given either consistent or contradictory information. Errors in cued recall, reflecting the subsequent information, were more frequently produced after a three-week delay than after two days. (Author/GDC)

Investigates the circumstances under which answer changing is beneficial or detrimental to test performance. Analyzes the success of answer changing in relation to the reasons offered for changing. Concludes that students who reported guessing as their reason for changing answers were not nearly as likely to benefit from changing as were students…

The characteristics of three threshold loss agreement indices which reflect the agreement or consistency in assignment to mastery-nonmastery status are reviewed. These are proportion of agreement, coefficient kappa, and modified kappa. (Author/MT)

A 4 x 4 factorial experiment was conducted with 152 college age volunteers to investigate the effects of different forms of mathemagenic information (algorithms, heuristics, attribute elaboration, and attribute isolation) on concept acquisition. Results showed that both definition and instance presentation had a significant effect on students'…

Possible differences in rater confidence were investigated among raters whose primary role with the ratee was either professorial or administrative or that of an employer. As hypothesized, significant differences were found among the groups and among types of performance rated. (LBH)

A study to determine student knowledge and confidence in that knowledge when answering multiple-choice examination questions in a nonprescription drug course is described. An alternate approach to methods of confidence testing was investigated. The knowledge and experience survey is appended. (Author/MLW)

Methods, materials, analysis, and results of an assessment of the course are presented. The methods, application, and validity of the assessment and its use in assessing curriculum content and documenting changes are discussed. (CW)

Uses questionnaire data to examine the relationship between perceived gender interaction in the classroom and course confidence for undergraduate science, mathematics, and technology majors. Compared with male majors, female majors reported significantly lower course confidence, recognition by and respect from instructors, respect for female…

Although the distinction between verbal ability and spatial ability is fundamental in all models of human abilities, differences in the relative strengths of verbal and spatial abilities have failed to show consistent interactions with instructional treatments. This study investigated the hypothesis that spatial tests measure different abilities…