Differences in achievement were investigated for 80 female and 80 male university students who were randomly assigned to either cooperative or competitive teaching methods. After viewing a videotaped instruction on research design, participants completed a mini-assignment either individually in the competitive condition or with a same-sex partner…

The present study provides an overview of the impact of standardized EFL tests on EFL education in Korea. To achieve this goal, the paper (1) presents the status quo of EFL testing in the Korean context, (2) explores the nature of the EFL tests prevalent in the EFL testing market, and (3) investigates the overwhelming washback effects of EFL tests…

This work compares the results of three assessment systems used in two Spanish universities (the "Universidad Politecnica de Madrid" and the "Universidad Catolica de Avila"): the traditional system based on final examinations, continuous assessment with periodic tests and a proposed system (specially designed for heterogeneous…

Seven specific guidelines included in the taxonomy proposed by T. Haladyna and S. Downing (1998) for writing multiple-choice test items were evaluated. These specific guidelines are: (1) avoid the complex multiple-choice, K-type format; (2) state the stem in question format; (3) word the stem positively; (4) avoid the phrase "all of the…

There's nothing wrong with bringing teachers up to date through history and philosophy. Especially, when it can be done usefully and ornamentally. (Editor)

Describes how to construct reading comprehension test questions that are unanswerable without careful reading of an accompanying passage and provides examples of the principles explained. (RB)

This reading achievement test, intended for grade 3, is to be completed in 50 minutes. The test contains eight reading selections, each followed by multiple-choice questions related to the selection. (SR)

Half of a two-part English Language Arts Achievement Test, this test evaluates reading skills in Grade 6. It contains general instructions for the student, and 50 multiple choice questions on nine readings (two poems and seven stories). (SR)

The definition, nature, limitations, and strengths of multiple-choice test items are reviewed; and recommendations on the development and use of such items are presented. Many teacher-made multiple-choice tests can be significantly improved. Suggestions for layout organization and an interpretive approach to relationships among items on one test…

Two testing packets, Formative Exercises T-TE-15A and T-TE-15B are reviewed. The Exercises are based on Bloom's concept of learning for mastery and are designed to acquaint teachers with the principles of mastery learning and provide examples of formative evaluation. One form of the exercises provides instant feedback to the examinee; the other,…

Two types of objective questions are compared: the multiple choice item, in which one and only one of several stated alternatives is correct for a given initial statement, and the multiple true-false item, where the stem is followed by several completions of which one or more can be correct. (DT)

In the standard scoring procedure for multiple-choice exams, students must choose exactly one response as correct. Often students may be unable to identify the correct response, but can determine that some of the options are incorrect. This partial knowledge is not captured in the standard scoring format. The Coombs elimination procedure is an…

Article investigated the importance of controlling feedback intervals in applied instructional settings. (Editor/RK)

Describes the advantages of the extended multiple choice test which was developed in an attempt to decrease problems arising from the traditional multiple choice test. (RB)

Seven forms of a sixty item multiple choice test were administered to 454 college freshmen for the purpose of studying the effects on reliability and performance of keyed response option sequencing that would be unlikely under a random model. (Author)