Explanations for an observed change in Rasch item parameters ("b" values) from consecutive administrations of a professional licensing examination were investigated. Analysis of covariance indicated that the change was not related to item position or type. It is hypothesized that the change is attributable to shifts in curriculum…

Described is an approach that substantially reduces the annotated shortcomings of standard multiple-choice tests presented to lower-division college mathematics and statistics classes. Examples are included from each discipline. (JJK)

A study assessed the feasibility of sequential testing of medical students using standardized patients. Sequential testing passes students who score well on the first segment of the test thus eliminating additional student-standardized patient encounters. Subjects were six classes of Southern Illinois University students (n=404). Results strongly…

Standardization data based on responses of 616 Puerto Ricans to the Spanish version of the Wechsler Adult Intelligence Scale (D. Wechlser, 1981) reveal reliability data and base rates to assist in evaluating the clinical significance of differences between Performance Intelligence Quotient (PIQ) and Verbal Intelligence Quotient (VIQ).…

Gender differences on the National Education Longitudinal Study of 1988 science tests were explored through statistical analyses and interviews with 25 high school students. Results show the importance of studying the validity of the outcome measure and suggest that conclusions about group differences and correlates of achievement depend on the…

Studied the internal consistency reliability and construct validity of scores on each of five dimensions of a Japanese version of the Dimensions of Self-Concept Scale. Results for 354 female high school students show that a five-factor oblique model accounts for the greatest proportion of covariance in the matrix of 15 subtests. Contains 20…

Created a developmental scale for the North Carolina End-of-Grade Mathematics Tests using a subset of identical test forms administered to adjacent grade levels with Thurstone scaling and Item Response Theory methods. Discusses differences in patterns produced. (Author/SLD)

Describes how to construct questions to test all cognitive levels of learning for a course in introductory programming. The framework for learning is based on Bloom's taxonomy. Practical advice is given through examples and by describing a computer system to help deliver quizzes. Includes example questions. (Author/AEF)

Used the domain sampling model of generalizability theory to study ways of improving a construct measure, the Achievement Motives Scale (AMS) (R. Nygard and T. Gjesme, 1973). AMS results for 504 Chinese high school students and 252 U.S. graduate students are the basis for suggestions to improve the two language versions' approximations to the…

Evaluates the characteristics of Yes/No tests as a measure for receptive vocabulary size in a second language (L2). The evaluation was conducted both on theoretical grounds as well as on the basis of a large corpus of data collected with French learners of Dutch. Focuses on the internal qualities of the format in comparison with other more…

The standardization samples for the American Wechsler Intelligence Scale for Children-Revised (WISC-R) (n=2,200) and the French WISC-R (n=1,066) were used to compare the intelligence of French and U.S. children. The American sample scored higher on verbal IQ, full scale IQ, and some subtests. Implications of results are discussed. (SLD)

In an engineering technology course at Coventry University (England), the utility of computer-assisted tests was compared with that of traditional paper-based tests. It was found that the computer-based technique was acceptable to students, produced valid results, and demonstrated potential for saving staff time. (Author/MSE)

Studied the performance of 140 Primary 6 (aged 10 and 11) school students in Scotland using 2 modes of assessment, a paper-and-pencil test and more "practical" tasks. Results suggest children, especially lower achievers, perform better on the more interactive, practical tasks. Results also suggest some gender differences. (SLD)

In educational contexts, understanding the student's learning must take account of the student's construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student's perception of evaluation and assessment. Students' study behaviour is not only determined by the examination…

Current and emerging issues concerning the written comprehensive exam process are addressed. Both the purpose and structure of this exam are considered. Survey results are presented that describe the purposes of the exam from the perspective of doctoral coordinators. Also included is a description of how marketing departments are currently…