This study investigated the convergent and discriminant validity of the high-stakes Florida Comprehensive Assessment Test (FCAT) in both reading and writing at grade levels 4, 8, and 10. The data from the 2006 FCAT administration were analyzed via traditional multitrait-multimethod (MTMM) analysis to identify the factor structure and structural…

The nonequivalent groups with anchor test (NEAT) design involves missing data that are missing by design. Three popular equating methods that can be used with a NEAT design are the poststratification equating method, the chain equipercentile equating method, and the item-response-theory observed-score-equating method. These three methods each…

The purpose of this study was to investigate possible factors that may affect academic achievement when instruction is delivered via podcast. Seventeen female Communication Sciences and Disorders students participated in this exploratory study conducted in the fall of 2006. Measurements of participants' individual differences on four variables…

A new computerised testing system was used at home to promote learning and also to save classroom instruction time. The testing system combined the features of short-answer and multiple-choice formats. The questions of the multiple-choice problems were presented without the options so that students had to generate answers for themselves; they…

Student evaluations of a large General Psychology course indicate that students enjoy the class a great deal, yet attendance is low. An experiment was conducted to evaluate a personal response system as a solution. Attendance rose by 30% as compared to extra credit as an inducement, but was equivalent to offering pop quizzes. Performance on test…

The authors explored the credibility of using informal reading inventories and writing samples for 138 students (K-4) to evaluate the effectiveness of a summer literacy program. Running Records (a measure of a child's reading level) and teacher experience during daily reading instruction were used to estimate the reliability of the more formal…

The effectiveness of two types of adjunct questions, standard embedded questions and "why" questions (elaborative interrogation), was investigated for readers differing in structure-building ability (Gernsbacher, 1990). Participants read a textbook chapter either with or without the adjunct questions. Learning was assessed with typical…

The test, written for secondary school science students, consists of two parts. Part One contains 34 multiple-choice questions aimed at determining the students understanding of science processes. Part Two presents a problem which requires students (1) to plot data on a graph, (2) observe the data and offer a possible explanation for what is…

A student achievement test concerning the "Wonderful You" ITV series for the second grade is presented. Explicit directions are given. The test consists of 25 multiple-choice and yes-no questions. (For related documents, see TM 002 621-633, 635.) (KM)

A student achievement test for the "Patterns" ITV series for the sixth grade on mathematics is presented. The test consists of 18 multiple-choice items. (For related documents, see TM 002 621-634.) (KM)

Eighteen studies of the effects of changing initial answers to objective test items are reviewed. While students throughout the total test score range tended to gain more points than they lost, higher scoring students gain more than did lower scoring students. Suggestions for further research are made. (Author/JKS)

Presents 20 multiple-choice and true-or-false questions that can be used to test for basic knowledge of BIOSIS Previews, a large online life sciences database. (MES)

The author discusses writing items for a multiple-choice test. Topics include (1) formatting, (2) central theme development, (3) stem revision, (4) distractors, and (5) test validity and reliability. (CH)

In this study, three structural characteristics--stem format, inclusive versus specific distracters, and stem orientation--were selected for experimental manipulation, while the number of alternatives, the number of correct answers, and the order of items were experimentally controlled. (Author)