Swedish Scholastic Aptitude Test results from Spring 1984 through Fall 1986 were analyzed for 14,768 males and 16,574 females with regard to gender differences at the item level. For four of the six subtests, differences were related to item subject content; this was untrue for the two quantitative subtests. (SLD)

Looks at the effect of student-written test questions on student test performance. Students either wrote essay or multiple-choice questions, or did not write questions. Student items were not used on the test. Results indicate that question-writing is an effective studying technique. (Author/LS)

Effects of reviewing items and altering responses on examinee ability estimates, test precision, test information, decision confidence, and pass/fail status were studied for 376 examinees taking 2 certification tests. Test precision is only slightly affected by review, and average information loss can be recovered by addition of one item. (SLD)

Six methods of scoring multiple true-false items were compared in terms of reliabilities, difficulties, and discrimination. Results suggest that, for norm-referenced score interpretations, there is insufficient evidence to support any one of the methods as superior. For criterion-referenced score interpretations, effects of scoring method must be…

The development of the new fifth edition of the Sixteen Personality Factor Questionnaire (16PF) is described. The factor structure of the new 16PF was explored with 4 samples ranging from 646 to 3,498 subjects. Results support the validity of the 16PF factor structure and its continuity with earlier versions. (SLD)

This report documents the development of a scale to measure hearing adults' beliefs about the capabilities of deaf adults. Test items from a list of misconceptions about deaf people were piloted with groups of 38 and 290 undergraduates. Analysis supports scale reliability and validity. (SLD)

Observational studies of student learning from classroom experience in science and social studies in elementary and middle school classrooms were carried out with 14 students. A model is described that explains how students use multilayered episodic and semantic memory for learning experience and related knowledge to answer achievement test items.…

No significant differences in performance on a self-adapted test or anxiety were found for college students (n=218) taking a self-adapted test who selected item difficulty without any prior information, inspected an item before selecting, or answered a typical item and received performance feedback. (SLD)

Reliability and validity of 4-point and 6-point scales were assessed using a new model-based approach to fit empirical data from 165 graduate students completing an attitude measure. Results suggest that the issue of four- versus six-point scales may depend on the empirical setting. (SLD)

Type I error rates of F. M. Lord's chi square test for differential item functioning were investigated using Monte Carlo simulations with marginal maximum likelihood estimation and marginal Bayesian estimation algorithms. Lord's chi square did not provide useful Type I error control for the three-parameter logistic model at these sample sizes.…

Reports a study to compare the performance of Australian university students on chemistry questions delivered in two different formats: multiple choice and grid. Concluded that students encounter more difficulties with questions presented in the grid format and that grid questions demand a deeper understanding of the topic. (MDH)

College students rated dissimilarity of pairs of common test item formats. A multidimensional scaling model with individual differences fit to data from 111 students suggested that they used 2 dimensions to distinguish among the formats, 1 separating supply from selection items and 1 based on the number of options. (SLD)

The usefulness of global items in predicting weighted-composite evaluations of teaching was evaluated with a sample of 17,183 classes from 105 institutions. Results suggest that, because global items account for a substantial amount of variance, a short evaluation form could capture much of the information needed for summative evaluation. (SLD)

Effects of the following methods for linking metrics on detection of differential item functioning (DIF) were compared: (1) test characteristic curve method (TCC); (2) weighted mean and sigma method; and (3) minimum chi-square method. With large samples, results were essentially the same. With small samples, TCC was most accurate. (SLD)

When college teachers are explicit about specific methods and strategies involved in effective thinking, students are more likely to learn and use these skills. Labeling test questions with the thinking skills required can help students refocus their study methods, resulting in more effective thinking, problem-solving, or decision-making skills.…