Under item response theory (IRT), linking proficiency scales from separate calibrations of multiple forms of a test to achieve a common scale is required in many applications. Four IRT linking methods including the mean/mean, mean/sigma, Haebara, and Stocking-Lord methods have been presented for use with single-format tests. This study extends the…

Two variables directly related to understanding and improving notetaking practices and instructional strategies were investigated. The first variable investigated was the different levels of pretraining: pretraining vs. no pretraining; and the second was the influence of three types of test mode expectations: multiple choice, essay, or…

Using an index of answer copying developed by Houston, it was found that rearranged questions alone did not reduce answer copying, whereas rearrangement of both questions and answers effectively eliminated detectable cheating. (Author)

Argues that multiple choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)

The influence of test format on retention of research concepts and procedures on a final examination was investigated. The test formats studied were multiple choice and short answer. (Author/JKS)

Presents a characteristic curve procedure for comparing transformations of the item response theory ability scale assuming the multiple-choice model. Illustrates the use of the method with an example equating American College Testing mathematics tests. (SLD)

Results of 96 theoretical/empirical studies were reviewed to see if they support a taxonomy of 43 rules for writing multiple-choice test items. The taxonomy is the result of an analysis of 46 textbooks dealing with multiple-choice item writing. For nearly half of the rules, no research was found. (SLD)

A comprehensive review is given of evidence, with a bearing on the recommendation to avoid use of complex multiple choice (CMC) items. Avoiding Type K items (four primary responses and five secondary choices) seems warranted, but evidence against CMC in general is less clear. (SLD)

The study examined the effects of item format, self-concept and anxiety on response changing behaviour. Four hundred undergraduate students who offered a counseling psychology course in a Nigerian university participated in the study. Students' answers in multiple--choice and true--false formats of an achievement test were observed for response…

The decision of whether to use essay tests or multiple choice tests depends on several qualifiers related to the different characteristics of the tests and the needs of the situation. The most important qualifier involves matching the type of test to the instructional objectives being tested, with multiple choice tests being used to measure a…

The present study involved the testing of two common multiple-choice item writing rules. A recent review of research revealed that much of the advice given for writing multiple-choice test items is based on experience and wisdom rather than on empirical research. The rules assessed in this study include: (1) the phrasing of the stem in the form of…

It was hypothesized that matching test formats would reduce test anxiety. Three experiments were conducted in which high school juniors and seniors took parallel matching and multiple-choice tests covering topics of prior knowledge or recently learned information. Results showed that matching tests were superior to multiple choice formats.…

Complex multiple choice (CMC) items are frequently used to test knowledge about repetitive information. In two independent comparisons, performance on the CMC items surpassed that of the multiple true-false clusters. Data indicate that performance on CMC items is inflated, and distractors on CMC items fail to prevent guessing. (Author/PN)

This book explains writing effective multiple-choice test items and studying responses to items to evaluate and improve them, two topics that are very important in the development of many cognitive tests. The chapters are: (1) "Providing a Context for Multiple-Choice Testing"; (2) "Constructed-Response and Multiple-Choice Item Formats"; (3)…

Argues that multiple-choice tests can be effective only if the items are written in a format suitable for testing the mastery of specific instructional objectives. Proposes the use of nonrestrictive test items and cites examples of such items. (FL)