Formative assessments are primarily used as a tool to gauge learning throughout an anatomy course. They have also been demonstrated to improve student mastery and exam performance, although the precise nature of this relationship is poorly understood. In this study, it is hypothesized that formative assessment questions targeting higher cognitive…

Although the TOEFL iBT Listening test is sometimes used for other purposes, it was designed primarily for use as a college entrance examination. Item difficulty in TOEFL iBT Listening tests is the product of interactions between two sets of complex relationships: 1) relationships among numerous item characteristics themselves, and 2) relationships…

In achievement testing there is typically a practical requirement that the set of items administered should be representative of some target content domain. This is accomplished by establishing test blueprints specifying the content constraints to be followed when selecting the items for a test. Sometimes, however, students give disengaged…

The test blueprint is important in test development, where it guides the test item writer in creating test items according to the desired objectives and specifications or characteristics (so-called a priori item characteristics), such as the level of item difficulty in the category and the distribution of items based on their difficulty level.…

Classroom assessment research in the United States has shifted away from the examination of teacher-made tests, but such tests are still widely used and have an enormous impact on students' educational experiences. Given the major shifts in educational policy in the United States, including the widespread adoption of the Common Core State…

This report provides an in-depth comparison of TOEFL iBT® and the Duolingo English Test (DET) in terms of the degree to which both tests assess academic language proficiency in listening, reading, writing, and speaking. The analysis is based on publicly available documentation on both tests, including sample test questions available on the test…

This research examined the Chinese National College Entrance Examination (NCEE) in mathematics before and after the Great Proletarian Cultural Revolution, specifically covering the periods 1952-1965 and 1977-1984. The central focus was on the organization, structure, and content of the examinations, as well as their influence on and interaction…

This paper presents research and provides a method to ensure that parallel assessments, that are generated from a large test-item database, maintain equitable difficulty and content coverage each time the assessment is presented. To maintain fairness and validity it is important that all instances of an assessment, that is intended to test the…

There is an increased demand on nursing faculty to provide quality teaching and assessment. Nursing faculty are required to ensure accurate assessment of learning through testing and outcome measurement that are critical elements of the evaluation process. Likewise, nursing faculty should implement a logical evaluation system. However, the…

This study explored the impact of homogeneity of answer choices on item difficulty and discrimination. Twenty-two matched pairs of elementary and secondary mathematics items were administered to randomly equivalent samples of students. Each item pair comparison was treated as a separate study with the set of effect sizes analyzed using…

This study addresses how Chinese learners of English as a second language (L2) perceive conversations in English materials as compared to speakers of English as a first language (L1). Data were collected through questionnaires completed by 48 participants (28 L2 English learners in China and 20 L1 English speakers in the UK), eliciting evaluations…

The development of students' higher order learning is a critical component of education. For decades, educators and scientists have engaged in an ongoing debate about whether higher order learning can only be enhanced by building a base of factual knowledge (analogous to Bloom's taxonomy) or whether higher order learning can be enhanced directly…

The choice of anchor tests is crucial in applications of the nonequivalent groups with anchor test design of equating. Sinharay and Holland (2006, 2007) suggested "miditests," which are anchor tests that are content-representative and have the same mean item difficulty as the total test but have a smaller spread of item difficulties.…

The nonequivalent groups with anchor test (NEAT) design is frequently used in test score equating or linking. One important assumption of the NEAT design is that the anchor test is a miniversion of the 2 tests to be equated/linked. When the content of the 2 tests is different, it is not possible for the anchor test to be adequately representative…

This paper describes the development and validation of a set of three assessment instruments that can be used to assess students' progress on the energy concept (ASPECt) from fourth through twelfth grade. Rasch analysis techniques were used throughout the development process to guide the construction of an item bank and the selection of items for…