Examines Southwestern Bell's Interdepartmental Training Center's program of providing objective evaluations of trainers and the training process. Elements that are discussed include the evaluation format, the form of the evaluation instrument and its emphasis, the validation process, and refinements to the system. (CT)

Determined effects of various methods and formats on subjects' (N=253) responses to a Piagetian reasoning problem requiring control of variables. Results indicate that format but not method of task administration influences subjects' performance and that the influence is similar for various combinations of methods and format. (Author/JN)

Complex multiple choice (CMC) items are frequently used to test knowledge about repetitive information. In two independent comparisons, performance on the CMC items surpassed that of the multiple true-false clusters. Data indicate that performance on CMC items is inflated, and distractors on CMC items fail to prevent guessing. (Author/PN)

This research applied a cognitive model to identify item features that lead to irrelevant variance on the Test of Spoken English[TM] (TSE[R]). The TSE is an assessment of English oral proficiency and includes an item that elicits a description of a statistical graph. This item type sometimes appears to tap graph-reading skills--an irrelevant…

Several analyses of the construct validity of the fourth-grade, eighth-grade, and commencement-level English and Mathematics examinations of New York state were performed. The analyses present construct and differential construct elaboration both across tests and within tests. Results show strong relationships among different question types,…

The test-preparation program in this guide covers all forms of test taking to help students deal with real-world problems like test anxiety and insufficient preparation time. The chapters are: (1) "Finding Out about the Tests You Must Take"; (2) "Making a Study Plan"; (3) "Carrying Out Your Study Plan"; (4) "Learning Strategies"; (5) "Coping with…

This book explains writing effective multiple-choice test items and studying responses to items to evaluate and improve them, two topics that are very important in the development of many cognitive tests. The chapters are: (1) "Providing a Context for Multiple-Choice Testing"; (2) "Constructed-Response and Multiple-Choice Item Formats"; (3)…

Estimates of the validity of random short forms can serve as benchmarks against which to appraise the validity of particular short forms. Formulas are presented for estimating the validity of random short forms and illustrated with Wechsler Adult Intelligence Scale-Revised (WAIS-R) and Minnesota Multiphasic Personality Inventory data. (Author/CM)

Examines the development of standardized reading comprehension tests in the critical states from the early 1900s through current testing trends. (AEA)

Discusses the development of a language aptitude test designed to help select students to study German. Four areas of assessment are memory ability, ability to deal with stress and intonation patterns, inductive reasoning ability, and ability to recognize grammatical case. (EKN)

Describes the three major strategies for development of Wechsler Scales short forms. Presents an overview of the available validity data. Offers recommendations for future validity research. Concludes that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited. (Author)

High school students studied a brief history text, then either took a test on the passage, spent equivalent time reviewing, or went to an unrelated task. A test given two weeks later indicated that the test condition resulted in better retention than either the review or control conditions. (Author/GK)

Suggests a testing format suitable for thermodynamics, including questions and correct answers. Also offers a test question and an acceptable solution focusing on the elimination of certain steps in the glycolytic pathway. (SK)

On distractor-identification tests students mark as many distractors as possible on each test item. A grading scale is developed for this type testing. The score is optimal in that it yields an unbiased estimate of the student's score as if no guessing had occurred. (Author/JKS)

Examination of reversal errors made by 203 Black and 198 White normal first graders indicated that reversals on items with semantic content correlated very highly with reversals on items with figural content. Each type of reversal item was equally effective as a predictor of end-of-first-grade reading achievement. (Author/SJL)