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| Test Format | 3 |
| Test Reliability | 3 |
| Health Occupations | 2 |
| Multiple Choice Tests | 2 |
| Response Style (Tests) | 2 |
| Scoring | 2 |
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| Achievement Tests | 1 |
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| Evaluation and the Health… | 3 |
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Peer reviewedAlbanese, Mark A. – Evaluation and the Health Professions, 1982
Findings regarding formats and scoring formulas for multiple-choice test items with more than one correct response are presented. Strong cluing effects in the Type K format, increasing the correct score percentage and reducing test reliability, recommend using the Type X format. Alternative scoring methods are discussed. (Author/CM)
Descriptors: Health Occupations, Multiple Choice Tests, Professional Education, Response Style (Tests)
Peer reviewedHolmes, Susan E. – Evaluation and the Health Professions, 1986
A specific application of test equating is described, namely that of credentialing examination programs in the health professions. Considered are: (1) the role of test equating in the credentialing process; and (2) the issues that must be considered when implementing test equating in a credentialing examination program. (Author/LMO)
Descriptors: Certification, Credentials, Data Collection, Equated Scores
Peer reviewedHarasym, P. H.; And Others – Evaluation and the Health Professions, 1980
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)
Descriptors: Achievement Tests, Comparative Testing, Cues, Higher Education
