Do choice-type tests (multiple-choice, true-false, etc.) measure the same abilities or traits as free response (essay, recall, completion, etc.) tests? A large number of studies conducted with several different methodologies and spanning a long period of time have addressed this question. In this review, attention will be focused almost…

Differential test performance by undergraduate males and females enrolled in a developmental educational psychology course (n=167) was reported on a quantitative examination as a function of item arrangement. Males were expected to perform better than females on tests whose items arranged easy to hard. Plake and Ansorge (1982) speculated this may…

A recently conducted survey has disclosed that during the past few years there has been a significant increase in the development of speaking tests. Examination of 100 speaking tests revealed many varieties and many considerations in preparing and using them. Among these are the purpose for its use, the background of the examinee, the criteria…

In the area of large scale assessment, there is increasing interest in the measurement of students' written performance. At issue is whether the task demands in writing assessment can be simplified to involve the production of paragraph-length writing samples and/or multiple choice testing, rather than full-length essays. This study considers data…

In order to determine effects of different sequential placement of the expressive language sample during evaluation of young children referred for speech or languge handicap, 27 normal 3-year-olds were evaluated. Length, complexity, or spontaneity were not affected even when the sample was elicited immediately after formal tests requiring little…

Use of latent class models to examine strategies that examinees (92 college students) use for a specific task is illustrated, via a multiple-choice test of spatial ability. Under an answer-until-correct scoring procedure, models representing an improvement over simplistic random guessing are proposed. (SLD)

Reports on a study of the use of cloze passages in a developmental reading assessment program. The cloze procedure provides students with opportunities to practice their improved reading skills, while affording complete student-as-reader profiles. Concedes the value of standardized tests in determining student readiness to exit developmental…

The authors discuss changes that will appear in the 1988 edition of the General Educational Development (GED) test. Changes include (1) a focus on comprehensive, integrated skills; (2) a need for highly developed thinking skills; (3) use of a computer technology theme; (4) writing assessments; and (5) changes in content areas. (CH)

Provides a brief, nontechnical overview of latent trait models and argues for the preferability of these models (particularly the Rasch logistic model) over classical test models. Offers an example application of the Rasch model and discusses implications for the use of latent trait models for communication educators. (AEW)

Analyzes the effects of selected deletion patterns, blank conditions, and scoring modes on the cloze test performance of sixth-grade students. (FL)

A study involving undergraduate college students enrolled in an introductory psychology course showed that test item arrangement by difficulty or by order of content presentation has no effect on total achievement test score. The data also fail to demonstrate any influence of test item order on student perception of test difficulty. (RM)

Examines the CUNY-WAT program and questions many aspects of it, especially the choice and phrasing of topics. (FL)

Psychology students studied one of two versions of a passage that explained several concepts. One version included definitions of concepts and examples; the other included definitions only. A major finding was that the increased performance of students who received examples was obtained on applied questions but not on literal questions. (Author/RM)

Describes a study of the influence of wording changes in essay questions on test performance. Results did not support the hypothesis that such changes would affect writer performance. (HTH)

Compares multiple choice testing with free response formats in terms of the cognitive operations each type demands. (HOD)