The effect of item format on metacognitive and affective processes of children in a large-scale mathematics assessment program were studied. Results from 1032 eighth graders indicate that open-ended and multiple choice items have differential effects, although these did not vary substantially as a function of gender and ethnicity. (SLD)

This study compared the test scores and time required by high school students who are blind, sighted, or have low vision to complete tests administered in written and oral formats. The quantitative results showed that the blind students performed better on multiple-choice tests in braille and needed more time while taking tests in braille. The…

Listening comprehension involving dynamic cognitive mental processes is invisible and can only be measured by the listeners' reconstruction of the message they have heard. The form and type of response might influence the test takers' listening performance. This study examines whether the subjects' listening performance varied when the types of…

This study investigated the effect of diagram formats on performance on geometry items in order to determine whether certain examinees are affected by different item formats and whether such differences arise from the different intellectual demands made by these formats. Thirty-two experimental, multiple-choice geometry items were administered in…

The development of the emerging technology of item writing was motivated in part by the desire to reduce potential subjectivity and bias between different item writers who attempt to construct parallel achievement tests. The present study contrasts four test forms constructed by the combined efforts of six item writers using four methods of item…

This study investigated the nature of field independence by exploring the structure underlying responses to Forms A and B of a multiple-choice measure of field-independence, the Finding Embedded Figures Test (FEFT). Subjects included 302 students (52.7% male) enrolled in mathematics courses at a university in the southern United States. Students…

This book discusses tricks for answering questions on the Law School Admission Test (LSAT). The tricks are based on an analysis of 12 editions of the LSAT which have been made public pursuant to New York's Truth in Testing Law. Sample LSAT questions published by the Law School Admission Council are referenced to exemplify the tricks' applications…

This book discusses tricks for answering questions on the Graduate Management Admission Test (GMAT). The tricks are based on an analysis of 20 editions of the GMAT which have been made public pursuant to New York's Truth in Testing Law. Sample GMAT questions published by the Graduate Management Admission Council are referenced to exemplify the…

Instructors who develop classroom examinations that require students to provide a numerical response to a mathematical problem are often very concerned about the appropriateness of the multiple-choice format. The present study augments previous research relevant to this concern by comparing the difficulty and reliability of multiple-choice and…

Assessment exercises (items) in three different formats--multiple-choice with an "I don't know" (IDK) option, multiple-choice without the IDK, and open-ended--were placed at the beginning, middle and end of 45-minute assessment packages (instruments). A balanced incomplete blocks analysis of variance was computed to determine the biasing…

The author surveys literature and practice, primarily in Great Britain and the United States, about multiple-choice testing, comments on criticisms, and defends the state of the art. Varous item types, item writing, test instructions and scoring formulas, item analysis, and test construction are discussed. An extensive bibliography is appended.…

Many school districts are developing assessments that incorporate both selected response and constructed response formats. Scores on these assessments can be used for a variety of purposes ranging from subject remediation to promotion decisions. These policy decisions are informed by recommendations for Minimum Passing Scores (MPSs) from standard…

Coded, as opposed to free response items, in a multiple choice physiology test had a cueing effect which raised students' scores, especially for lower achievers. Reliability of coded items was also lower. Item format and scoring method had an effect on test results. (GDC)

A study compared response strategies and error patterns of 272 college freshmen on chemistry test items in multiple choice and constructed response formats. Analysis of test data indicated no significant difference in solution strategies used or types of errors committed across test formats. However, interviews with 21 participants revealed…

Investigates the effects on multiple choice test performance of altering the order and placement of questions and responses. Shows that changing the response pattern appears to alter significantly the apparent degree of difficulty. Response patterns become more dissimilar under certain types of response alterations. (LS)