The purposes of the study were to develop a measure of overconfidence on probabilistic tests, to assess the measurement characteristics of such a measure, and to investigate the relationship of overconfidence on tests to knowledge and to risk-taking propensity. (Author/BB)

The expected reliability of a multiple choice test is maximized by the use of three alternative items. (Author)

Two variables directly related to understanding and improving notetaking practices and instructional strategies were investigated. The first variable investigated was the different levels of pretraining: pretraining vs. no pretraining; and the second was the influence of three types of test mode expectations: multiple choice, essay, or…

This paper describes two quantitative methods of hierarchical analysis used to measure the similarity of sequences or hierarchies of steps on two test formats, the Randomized Multiple Choice (RMS) format, and the free-response problem test format. The investigator first used the Consistency Ratio method to quantitatively assess the transfer…

A hand-scoring system for a three-level confidence-marking scheme for short answer and multiple-choice tests is described. The scoring system is for a test where the student is asked to indicate for each answer whether the probability of his being correct is more than 1/2 (sure), 1/2 (neutral), or less than 1/2 (guess). The effect of the system is…

The author presents a formula for scoring true-false and multiple-choice questions which produces a score directly related to the number of incorrect alternatives the student is able to eliminate on each question.

Procedures for generating multiple-choice exams in psychology using the Apple IIe computer and the Applewriter II text editing software are described. The model is simple to use and provides flexibility in sequencing the choice of items from an instructor generated pool. (Author/RM)

This study was designed to examine the effects on learning of taking notes from lecture material. Subjects were 42 seventh grade students who were randomly assigned to three groups: One group received training in notetaking; one took idiosyncratic notes; and one took no notes. Findings are discussed. (MT)

Two experiments with college psychology classes examined answer copying during multiple-choice examinations under conditions of free and assigned seating. More answer copying occurred in the free seating situation, not accountable for in terms of the idea that answer copiers prefer to sit in the rear of the room. (Author/LMO)

The objective of this study was to determine the relationships between different types of objective test formats: Fill in the Blanks; Matching; Multiple Choice; and True False. (Author)

Purpose of this experiment was to explore to what extent people can acquire concepts from exposure to definitions and to determine whether a procedure that induces semantic encoding will have the same effect on concept learning as such procedures have on associative learning. (Authors/MB)