Cognitive scientists have recommended the use of test-enhanced learning in science classrooms. Test-enhanced learning includes the testing effect, in which learners' recall of information encountered in testing exceeds that of information not tested. The influence of incentives (e.g., points received) on learners who experience the testing effect…

Assessment specialists expend a great deal of energy to promote valid inferences from test scores gathered in low-stakes testing contexts. Given the indirect effect of perceived test importance on test performance via examinee effort, assessment practitioners have manipulated test instructions with the goal of increasing perceived test importance.…

This is an account of a portion of the research on cognitive, personality, and social psychology at ETS since the organization's inception. The topics in cognitive psychology are the structure of abilities; in personality psychology, response styles and social and emotional intelligence; and in social psychology, prosocial behavior and stereotype…

Compared the test scores of high and low anxious subjects when the Wechsler Adult Intelligence scale was administered by a trained examiner or mechanically. Findings indicated that performance was influenced by test administration procedures. There was a trend to score higher on the test given by an examiner. (Author/JAC)

Variables affecting intelligence test performance were investigated for black and white female secondary school students. Test atmosphere (evaluative or gamelike), tester expectation, and socioeconomic status of subject interacted significantly with race of subject in determining mean IQ. Subjects generally performed better with female examiners.…

A language test and five psychosocial measures were used to evaluate the effect of examiners on 32 disabled preschool and school-age children who were moderately to profoundly speech impaired, or both. Results indicated that the children performed significantly better when tested by familiar examiners than by unfamiliar examiners. (Author/ABB)

Two matched forms of a 50 item grammar test were developed. Twenty items designed to be humorous were included in one form. Inclusion of humorous items did not affect grammar scores on matched humorous/nonhumorous items, nor on commmon post-treatment items. Inclusion did not affect results of anxiety measures. (Author/DWH)

The effects of corrective testing and how such feedback might affect high- and low-test-anxious students differently are indicated. Subjects were 286 college students in three classes--one using mastery testing and two using multiple choice tests. (Author/PN)

Prior research indicates that language-handicapped children obtain higher test scores when tested by personally familiar examiners than when tested by personally unfamiliar examiners. The present investigation inquired whether this finding is due to examinees' actual differential performance across the two examiner conditions, or whether it is the…

This report reviews the historical development of out-of-level testing, from its inception in Title I evaluation work during the 1960s, to the present day when the widespread use of assessments or district and school accountability has been combined with requirements for including all students in assessments. This report examines the historical…

Eighty three applicants for empployment in a hardware supply manufacturing company participated in a study of the effects of anxiety, praise and the awareness of time remaining on employment testing. Two control groups and three testing groups--praise, time, and praise and time--were administered the General Aptitude Test Battery (GATB), a…

To test the effects of altering situational variables in stressful examinations on high test anxious and low test anxious undergraduates, mid-terms and final examinations were administered in two environmental settings: large lecture halls and small language laboratories. Mean test scores for high test anxious students in the language labs were…

Describes personal and professional pressures a first-year teacher faced when confronted with mandated standards in student academic achievement for at-risk students. Focuses on the teacher's efforts to: (1) examine student needs, including addressing test anxiety; (2) adapting classroom methods, including uses of practice testing; and (3)…

The effects of humorous test questions on test performance of high and low-anxious college students was investigated. It was hypothesized that humor should reduce the anxiety level of high-anxious subjects, and thus improve their performance, while having little effect on low-anxious subjects. Students were assigned to a low or high-anxious group…

A large amount of research has been done in the past few decades to pinpoint the effects of test anxiety on the performance of those taking tests. Much of that research is listed in this bibliography, which originated with a computer search of the Educational Resources Information Center (ERIC) data base, Psychological Abstracts, Comprehensive…