Students' perception and learning practices about online timed take-home examinations and the factors affecting students' learning practices in the presence of COVID-19 have largely been unexplored. Nine students of arts, business and science sub-degree programmes participated in this study. Semi-structured interviews and reflective journals were…

Background: This study examines the effect of test anxiety on the academic performance of postgraduate female students, focusing on their perceptions and experiences in open-book exams (OBE) and closed-book exams (CBE). Method: A qualitative case study design was employed using the Thinking Aloud Protocol (TAP) to collect data from five Saudi…

Whether visual information belongs in second language (L2) listening tests has long been a subject for scholarly debate, with L2 learners' performance on and perceptions of video-based tests being the primary sources of evidence. The research into L2 teachers' perceptions, however, is scarce, as is the research into stakeholders' views of content…

The aim of this study is to determine students' opinions about open-ended question exam practice during 2018-2019 academic year for the following programs of Anadolu University Open Education System: Economy, Hospitality Management, Philosophy, History, Sociology, and Turkish Language and Literature. The study was designed as a quantitative study…

We examine the effects of computer-based versus paper-based assessment of critical thinking skills, adapted from English (in the U.S.) to Chinese. Using data collected based on a random assignment between the two modes in multiple Chinese colleges, we investigate mode effects from multiple perspectives: mean scores, measurement precision, item…

The current study aims to determine the effect of multiple-choice, matching, gap-fill and word formation items used in assessing L2 vocabulary on learners' performance and to obtain the learners' views regarding the use of these types of items in vocabulary assessment. The convenience sampling method was selected, and the participants of the study…

This study explains mathematical difficulties of students who immigrated from the Former Soviet Union (FSU) vis-à-vis Israeli students, by identifying the existing bias factors in achievement tests. These factors are irrelevant to the mathematical knowledge being measured, and therefore threaten the test results. The bias factors were identified…

This research examines whether the ordering of the difficulty of exams can influence student beliefs about their academic abilities and the impact of these beliefs on their performance. The ordering of the difficulty of test items has shown to affect performance. Study One (n = 91) examined college student differences in reaction to a difficult…

Successful exam composition can be a difficult task. Exams should not only assess student comprehension, but be learning tools in and of themselves. In a biotechnology course delivered to nonmajors at a business college, objective multiple-choice test questions often require students to choose the exception or "not true" choice. Anecdotal student…

The Assessment of Language Competence (ALC) certificates is an annual, international testing program developed by the Australian Council for Educational Research to test the listening and reading comprehension skills of lower to middle year levels of secondary school. The tests are developed for three levels in French, German, Italian and…

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)

The purpose of the study was to determine comparability of an online version to the original paper-pencil version of Defining Issues Test 2 (DIT2). This study employed methods from both Classical Test Theory (CTT) and Item Response Theory (IRT). Findings from CTT analyses supported the reliability and discriminant validity of both versions.…

Effects of expected form and expected difficulty of a test were examined for 84 college students expecting an easy or difficult multiple-choice or essay examination but taking a combined test. Results support the hypothesis that individuals work harder, rather than reduce their effort, when difficult work is expected. (SLD)

A 100-item five-choice multiple choice (MC) biology final exam was converted to multiple choice true-false (MTF) form to yield two content-parallel test forms comprised of the two item types. Students found the MTF items easier and preferred MTF over MC; the MTF subtests were more reliable. (Author/GK)

A review of the literature on the influence of testing on learning and retention reveals the need for more comprehensive research findings in this regard. This study was designed to investigate further the direct effects of tests in contrast with no tests on learning and retention in ongoing college-level classes with both the instructor and the…