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Uysal, Ibrahim; Sahin-Kürsad, Merve; Kiliç, Abdullah Faruk – Participatory Educational Research, 2022
The aim of the study was to examine the common items in the mixed format (e.g., multiple-choices and essay items) contain parameter drifts in the test equating processes performed with the common item nonequivalent groups design. In this study, which was carried out using Monte Carlo simulation with a fully crossed design, the factors of test…
Descriptors: Test Items, Test Format, Item Response Theory, Equated Scores
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Rivas, Axel; Scasso, Martín Guillermo – Journal of Education Policy, 2021
Since 2000, the PISA test implemented by OECD has become the prime benchmark for international comparisons in education. The 2015 PISA edition introduced methodological changes that altered the nature of its results. PISA made no longer valid non-reached items of the final part of the test, assuming that those unanswered questions were more a…
Descriptors: Test Validity, Computer Assisted Testing, Foreign Countries, Achievement Tests
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Kim, Sohee; Cole, Ki Lynn; Mwavita, Mwarumba – International Journal of Testing, 2018
This study investigated the effects of linking potentially multidimensional test forms using the fixed item parameter calibration. Forms had equal or unequal total test difficulty with and without confounding difficulty. The mean square errors and bias of estimated item and ability parameters were compared across the various confounding tests. The…
Descriptors: Test Items, Item Response Theory, Test Format, Difficulty Level
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Karagöl, Efecan – Journal of Language and Linguistic Studies, 2020
Turkish and Foreign Languages Research and Application Center (TÖMER) is one of the important institutions for learning Turkish as a foreign language. In these institutions, proficiency tests are applied at the end of each level. However, test applications in TÖMERs vary between each center as there is no shared program in teaching Turkish as a…
Descriptors: Language Tests, Turkish, Language Proficiency, Second Language Learning
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Camilli, Gregory – Educational Research and Evaluation, 2013
In the attempt to identify or prevent unfair tests, both quantitative analyses and logical evaluation are often used. For the most part, fairness evaluation is a pragmatic attempt at determining whether procedural or substantive due process has been accorded to either a group of test takers or an individual. In both the individual and comparative…
Descriptors: Alternative Assessment, Test Bias, Test Content, Test Format
National Council on Measurement in Education, 2012
Testing and data integrity on statewide assessments is defined as the establishment of a comprehensive set of policies and procedures for: (1) the proper preparation of students; (2) the management and administration of the test(s) that will lead to accurate and appropriate reporting of assessment results; and (3) maintaining the security of…
Descriptors: State Programs, Integrity, Testing, Test Preparation
Hart, Ray; Casserly, Michael; Uzzell, Renata; Palacios, Moses; Corcoran, Amanda; Spurgeon, Liz – Council of the Great City Schools, 2015
There has been little data collected on how much testing actually goes on in America's schools and how the results are used. So in the Spring of 2014, the Council staff developed and launched a survey of assessment practices. This report presents the findings from that survey and subsequent Council analysis and review of the data. It also offers…
Descriptors: Urban Schools, Student Evaluation, Testing Programs, Testing
Troyka, Lynn Quitman – Writing Program Administration, 1984
Defends the CUNY-WAT against the charges made by Fishman (CS 731 865). Offers suggestions for those wishing to undertake research into the choice of topics for writing assessment tests. (FL)
Descriptors: Essay Tests, Higher Education, Test Format, Test Items
Haladyna, Thomas M. – 1999
This book explains writing effective multiple-choice test items and studying responses to items to evaluate and improve them, two topics that are very important in the development of many cognitive tests. The chapters are: (1) "Providing a Context for Multiple-Choice Testing"; (2) "Constructed-Response and Multiple-Choice Item Formats"; (3)…
Descriptors: Constructed Response, Multiple Choice Tests, Test Construction, Test Format
Stocking, Martha L.; Lewis, Charles – 1995
In the periodic testing environment associated with conventional paper-and-pencil tests, the frequency with which items are seen by test-takers is tightly controlled in advance of testing by policies that regulate both the reuse of test forms and the frequency with which candidates may take the test. In the continuous testing environment…
Descriptors: Adaptive Testing, Computer Assisted Testing, Selection, Test Construction
Plake, Barbara S.; And Others – 1983
Differential test performance by undergraduate males and females enrolled in a developmental educational psychology course (n=167) was reported on a quantitative examination as a function of item arrangement. Males were expected to perform better than females on tests whose items arranged easy to hard. Plake and Ansorge (1982) speculated this may…
Descriptors: Difficulty Level, Feedback, Higher Education, Scoring
Fishman, Judith – Writing Program Administration, 1984
Examines the CUNY-WAT program and questions many aspects of it, especially the choice and phrasing of topics. (FL)
Descriptors: Essay Tests, Higher Education, Test Format, Test Items
Edwards, John; McCombie, Randy – 1983
The major purpose of the three studies reported here was to investigate possible differences in agreement/disagreement with attitude statements as a function of their type (with regard to positivity/negativity) and personalism. In the first study, 90 students completed scales on energy conservation and on having good study habits. Agreement varied…
Descriptors: Attitude Measures, Higher Education, Response Style (Tests), Semantic Differential
Lee, Jo Ann; And Others – 1984
The difficulty of test items administered by paper and pencil were compared with the difficulty of the same items administered by computer. The study was conducted to determine if an interaction exists between mode of test administration and ability. An arithmetic reasoning test was constructed for this study. All examinees had taken the Armed…
Descriptors: Adults, Comparative Analysis, Computer Assisted Testing, Difficulty Level
Rubin, Lois S.; Mott, David E. W. – 1984
An investigation of the effect on the difficulty value of an item due to position placement within a test was made. Using a 60-item operational test comprised of 5 subtests, 60 items were placed as experimental items on a number of spiralled test forms in three different positions (first, middle, last) within the subtest composed of like items.…
Descriptors: Difficulty Level, Item Analysis, Minimum Competency Testing, Reading Tests
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