The objective of this study is to identify some of the structural features of an elementary logic curriculum which affect logic problem difficulty. The system under review is a computer-based logic instructional system (LIS) at Stanford University. Four modes of problem presentation--multiple-choice, truth-analysis, counterexample, and derive--are…

Suggests a monolingual, strictly oral "multiple choice" testing system, with suggestions regarding method, correcting and grading. (Text is in German.) (IFS/WGA)

When multiple-choice tests are scored in the usual manner, giving each correct answer one point, information concerning response patterns is lost. A method for utilizing this information is suggested. An example is presented and compared with two conventional methods of scoring. (Author/JKS)

The computerized program which is described is designed to score and analyze multiple-choice examinations, providing prompt and detailed testing information. (RAO)

After analyzing four methods of selecting distractor items for multiple-choice tests, the authors recommend that classroom teachers use their own judgment in choosing test items. (Ed.)

Testing techniques that can be used in introductory geography courses are evaluated. A modification of multiple-choice tests is described which incorporates both objective and subjective formats: a student selects a multiple-choice answer, writes down his reasons for the selection, and is graded on both parts of his answer. (Author/ND)

Multiple-choice mathematics tests and other measures of achievement in a mathematics course for engineering students were compared. Although the results were highly correlated, there were some discrepancies. (SD)

This study was designed to answer two questions: (1) Can cognitive strategies to increase testwiseness be taught? and (2) Can such strategies be generalized? Strategies presented were: length of option, middle range, similarity or oppositeness, and deduction. The answer to the first question was affirmative, and the second a qualified…

Contends that measurement-driven instruction (MDI) has numerous interrelated and pernicious effects on curriculum, instruction, and learning. Shows that MDI fragments, narrows, deflects, and trivializes the learning experience and furthers the teacher-dominated classroom. Successful response to a set of questions does not equal understanding.…

Counters Gerald Bracey's rejection of measurement-driven instruction (MDI), especially the latter's "cursed trinity": fragmentation, deflection, and trivialization. Points to eminently successful modes of MDI and urges educators to emulate them. (MLH)

Offers the final word on the measurement-driven instruction (MDI) debate in this "Kappan" issue. Claims that Popham's article is internally inconsistent and provides no examples of well-constructed, instructionally illuminative tests. Also lacking are teacher testimonials and evidence that MDI programs are cost-effective or oriented…

This study was designed to examine the level of dependence within multiple true-false test-item clusters by computing sets of item correlations with data from a test composed of both multiple true-false and multiple-choice items. (Author/LMO)

It was hypothesized that matching test formats would reduce test anxiety. Three experiments were conducted in which high school juniors and seniors took parallel matching and multiple-choice tests covering topics of prior knowledge or recently learned information. Results showed that matching tests were superior to multiple choice formats.…

Two factors, language difficulty and option set convergence, were experimentally manipulated and their effects on item difficulty assessed. Option convergence was found to have a significant effect on item difficulty while the effect of language difficulty was not significant. (Author/BW)

Complex multiple choice (CMC) items are frequently used to test knowledge about repetitive information. In two independent comparisons, performance on the CMC items surpassed that of the multiple true-false clusters. Data indicate that performance on CMC items is inflated, and distractors on CMC items fail to prevent guessing. (Author/PN)