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Rippere, Victoria L. – Universities Quarterly, 1974
Discusses two papers on university test validity and presents rational standards for researchers working on test validity. (PG)
Descriptors: Higher Education, International Education, Test Reliability, Test Validity
Pauels, Wolfgang – Neueren Sprachen, 1975
States that "objective tests" are based on suppositions. Different types yield different results; therefore they cannot all be objective. The commonly accepted idea that multiple-choice tests are the most objective is attacked. (Text is in German.) (IFS/WGA)
Descriptors: Language Tests, Measurement Techniques, Multiple Choice Tests, Objective Tests
Peer reviewedKrus, David J.; And Others – Educational and Psychological Measurement, 1975
Descriptors: Algorithms, Computer Programs, Decision Making, Games
Peer reviewedHoutz, John C.; Feldhusen, John F. – Psychology in the Schools, 1975
The authors hypothesize that the concreteness of the mode of item presentation would influence the subjects' performance on the Purdue Elementary Problem Solving Inventory. Results suggest that the variables of degree of disadvantage and ethnic background are sometimes more relevant than the mode in which the content is presented. (HMV)
Descriptors: Achievement Tests, Disadvantaged Youth, Elementary Education, Measurement Techniques
Wright, Patricia – Programmed Learning and Educational Technology, 1975
An investigation which compared five ways of expressing information about the choice of questions to be made from different sections of a test paper. (Author)
Descriptors: Educational Research, Forced Choice Technique, Test Construction, Test Interpretation
Whalley, Peter C.; Fleming, Richard W. – Programmed Learning and Educational Technology, 1975
Article describes the development of a simple recorder of reading behavior, and an experiment in which it is used to investigate the effect on reading behavior of altering the spatial relationship between a diagram and its reference point within the test. (Author)
Descriptors: Classification, Experiments, Reading, Reading Research
Peer reviewedBabad, Elisha Y.; And Others – Journal of Consulting and Clinical Psychology, 1975
In this study only bias in scoring, controlling for the effect of actual administration, was investigated. Results indicated that scoring the WISC was biased by scorers' expectations, and that the bias effect exists independent of actual administration of the test. (Author)
Descriptors: Bias, Children, Expectation, Intelligence Tests
Fredericksen, Carl H. – Journal of Verbal Learning and Verbal Behavior, 1975
A study of conceptual and relational responses of subjects when recalling the semantic content of a text they have just heard. Responses can be overgeneralized and inferred. Responses studied reflect processes of adjustment during acquisition of information and the processes occurring during recall. (SC)
Descriptors: Cognitive Processes, Memory, Psycholinguistics, Recall (Psychology)
Davis, William E.; and others – J Clin Psychol, 1969
Descriptors: Age Differences, Emotional Experience, Failure, Intelligence Tests
Johnson, Dale T. – J Clin Psychol, 1969
Descriptors: College Students, Intelligence, Interpersonal Competence, Mental Retardation
DePue, Palmer – Educ Forum, 1969
Descriptors: Academic Ability, Grading, Measurement Techniques, Multiple Choice Tests
Levy, Philip; and others – Brit J Educ Psychol, 1969
Research supported by grant from the Nuffield Foundation.
Descriptors: Ability, Ability Grouping, Academic Achievement, Anxiety
Link, William R. – Saturday Rev, 1969
Descriptors: Curriculum, Education, Educational Philosophy, Grades (Scholastic)
Barber, Prudence S.; Rose, Darrell E. – Amer J Ment Deficiency, 1969
Based on a master's thesis by Prudence S. Barber, Northern Illinois Universiyy.
Descriptors: Audiometric Tests, Exceptional Child Research, Gifted, Measurement Techniques
Courchene, Robert J.; De Bagheera, Jean Ivan – Medium, 1981
A model for communicative competence, developed by Swain and Canale describes four competences within the concept of communicative competence. These are linguistic, sociolinguistic, discourse, and strategic competence. Each one involves knowledge of and ability to use the competence in question. This model raises questions on several counts; for…
Descriptors: Communicative Competence (Languages), Interaction, Models, Second Language Learning
