Program specifics, problems, modification, and use of a general quiz program that can be utilized by teachers with essentially no programing experience are described. A printout of the program is included. Written in BASIC for the TRS-80 I/II, it can be adapted to any computer. (MBR)

Investigated whether students would perceive items arranged in a hard-medium-easy order as being more difficult than the same items arranged in an easy-medium-hard order and whether the arrangements would influence scores. (MS)

This study, one of a series designed to answer practical questions about performance based assessment, examined the comparability of school scores on short, nonparallel test forms. The data were obtained from mathematics tests with both multiple choice (MC) and performance assessment (PA) items. The tests were administered in a statewide testing…

Item writing is a major responsibility of trainers. Too often, qualified staff who prepare lessons carefully and teach conscientiously use inadequate tests that do not validly reflect the true level of trainee achievement. This monograph describes techniques for constructing multiple-choice items that measure student performance accurately. It…

This paper compares modified Guttman and item response theory (IRT) based procedures for classifying examinees in ordered levels when each level is represented by several multiple choice test items. In the modified Guttman procedure, within-level number correct scores are mapped to binary level mastery scores. Examinees are then assigned to levels…

This paper looked at the experience that college students have when taking exams. The sample population was made up of students completing their first exam of the semester. The study was designed to offer research-based support on how to help students improve their performance on multiple-choice exams. Student perceptions of the number of items…

The purpose of this study was to gather empirical evidence to compare the reliabilities and concurrent validities of multiple choice and true-false tests that were written to measure understandings and relationships in the same content areas. (Author)

Discusses the position of examining boards and science teachers in England with respect to student guessing on objective type test items. The results of a questionnaire indicate that most science teachers advise their students to guess when they do not know the correct answer to an item. (JR)

The expected tendencies toward greater homogeneity among items produced under conditions employing behavioral objectives were not found. (Author/AG)

Study was an attempt to evaluate the West African Examinations Council efforts in terms of the extent to which its marking procedures have ensured high reader reliability for the English Language Essay examination, a test which was designed to measure writing ability. (Author)