Discusses effects of test question order on student performance. Addresses (1) differences in the distribution of scores on each form of the examination; (2) effects on the validity of individual examination items; and (3) effects on the reliability of the examination instrument. Concludes that distribution of examination scores may be influenced…

The University of North Carolina at Chapel Hill medical school uses an objective structured clinical examination as the final exam in physical diagnosis. Since 1987, students and evaluators have shown overwhelming acceptance and support of the test, partly because it is structured for teaching as well as assessment. (Author/MSE)

One hundred seventh and tenth grade tests across several content areas were examined for the presence of six types of test-wiseness cues. Approximately 75 percent of teacher-made and publisher-provided tests contained one or more cued items. The most frequent type of cue was length of option, followed by specific determiners. (Author/JDD)

Conducted two experiments to determine whether scores on computerized test would differ significantly from scores on paper-and-pencil format. College students (Study 1, n=24; Study 2, n=400+) completed the Verbal Reasoning test of the Differential Aptitude Tests. Results showed reduced performance on computerized version of test. Reduced…

Presents two studies applying computerized adaptive testing (CAT) in schools. Compared paper-administered, computer-administered, and CAT modes for administering school achievement and assessment tests. Then compared computerized adaptive aptitude test results with individually administered Weschler Intelligence Scale for Children-Revised. Found…

When English-language standard norms were used for 50 Hispanic Americans given the Wechsler Memory Scale-Revised (D. Wechsler, 1981) in its Spanish form, normal individuals received scores an average of one standard deviation below "Average." Results support renorming and testing the validity of translations of English language tests.…

Provides information and strategies for helping language teachers know how to prepare students for the new computerized version of the Test of English as a Foreign Language. Information focuses on changes in scoring and test format. (Author/VWL)

High school students in introductory accounting (n=64) took two combined problem-based and objective tests and a final objective exam. Combined format scores accounted for 62% of variance in achievement. Only the final objective-exam scores were unique predictors of achievement. (SK)

Discusses a procedure for testing the equivalence among different item response formats used in personality and attitude measurement. The procedure is based on the assumption that latent response variables underlie the observed item responses. It uses a nested series of confirmatory factor analysis models based on K. Joreskog's (1971) method for…

Seventy-eight special-education students (ages 8-13) and 403 typical students took a large-scale statewide test using standard test administration procedures and two major accommodations addressing response conditions and test administration. No differences were found in the response conditions; however, students with disabilities who were read a…

Seven different short forms of the Wechsler Adult Intelligence Scale, Revised (WAIS-R) were compared in a mixed clinical sample of 306 adults to evaluate short form predictions of the full scale IQ. The seven-test short form of C. Ward (1990) was the best predictor across ranges of intellectual functioning, supporting its use when time is limited.…

Validity and reliability were calculated from data in the standardization sample of the Wechsler Adult Intelligence Scale--Revised for 565 proposed short forms. Time saved in comparison with use of the long form was estimated. The most efficient combinations were generally those composed of subtests that were quick to administer. (SLD)

The calculations of D. Schretlen, R. H. B. Benedict, and J. H. Bobholz for the reliabilities of a short form of the Wechsler Adult Intelligence Scale--Revised (WAIS-R) (1994) consistently overestimated the values. More accurate values are provided for the WAIS--R and a seven-subtest short form. (SLD)

Describes an easy-to-administer test of productive vocabulary that requires subjects to produce a set of word association responses to a small set of stimulus words. Argues that such a test might tap the extent of nonnative speakers' productive vocabulary more effectively than other tests in current use. (Author/VWL)

In international large-scale surveys, constructed response (CR) items are increasingly being used and multiple-choice (MC) items are being used less frequently. In this article the two item types will be compared in terms of any differences they have on national mean scores. TIMSS 1995 and TIMSS 1999 data have been used. Are there different…