The study investigated the structural corroboration of instructional evaluation information collected from one source (students) by three different methods: responses to objective questionnaire items, written comments to open-ended questions, and group interview results. The three types of information presented a similar general impression of…

Studied 72 children for whom the following data were available: IQ score on a conventional test (WISC or Stanford-Binet); Goodenough-Harris drawing test IQ score; and behavior description by the test administrator. Personality traits of children who performed better on either the graphic or conventional IQ test were assessed. (SJL)

Comparability of the embedded and stand-alone versions of the Keane Postraumatic Stress Disorder Scale (T. Keane and others, 1984) of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was supported in a study with 123 Vietnam veterans, 68 of whom were diagnosed with posttraumatic stress disorder (PTSD). (SLD)

A study investigated a computer-based testing method in an anatomic pathology course within a new, modular, systems-oriented medical curriculum at the University of Otago (New Zealand). Students (n=193) completed five biweekly criterion-referenced, computer-based quizzes incorporating digitized photographs and varied question formats. Results…

The applicability of a Chinese translation of the Students' Evaluation of Educational Quality (SEEQ) (H. W. Marsh, 1982 and later) and the generality of findings based on North American research were studied with 844 students at the Chinese University of Hong Kong. Results support the use of the SEEQ in this Chinese setting. (SLD)

This study is fourth in a series demonstrating that achievement tests are multidimensional and that using subscores from national surveys can enhance test validity and usefulness. It extends the analyses of science achievement data from the National Education Longitudinal Study of 1988 (NELS: 88) through grade 12. (SLD)

A study involving 209 Spanish high school students compared computer-based English vocabulary tests: (1) a self-adapted test (SAT); (2) a computerized adaptive test (CAT); (3) a conventional test; and (4) a test combining SAT and CAT. No statistically significant differences were found among test types for estimated ability or posttest anxiety.…

This article outlines the advantages and disadvantages of various question types in tests for library classes, including selected-response, constructed-response and alternative-response test items. It examines a test case in which students in a for-credit library course were given a take home quiz with search story problems. Sample "search story"…

A group of eight educators and one law student discusses the most recent changes in the Scholastic Aptitude Test content and format, which will include a reasoning test and a battery of subject tests. Comments focus on general reactions, specific additions and deletions, test bias, implications for admissions, and coaching. (MSE)

Item-preequating and random groups designs were used to equate forms of the American College Testing Assessment Mathematics Test for over 36,000 students. Equipercentile and three-parameter logistic model item response theory (IRT) procedures were used for both designs. The pretest methods did not compare well with the random groups method. (SLD)

Findings of studies examining the effects of presentation media on item characteristics are reviewed. The effect of medium of presentation independent of adaptive methodology in computer-assisted testing was studied through tests of 763 Marine trainees. Conditions necessary for score equivalence between item presentation media are described. (SLD)

Explains the new format of the University Entrance and Bursary Examinations for New Zealand. Points out that open-ended questions based on field work carry the same weight as those questions referred to as internal assessment. Concludes that these types of questions allow the teacher to cover a greater range of topics. (GG)

Causes of differential item difficulty for blind students taking the braille edition of the Scholastic Aptitude Test's mathematical section were studied. Data for 261 blind students were compared with data for 8,015 non-handicapped students. Results show an association between selected item categories and differential item functioning. (TJH)

Looks at the effect of student-written test questions on student test performance. Students either wrote essay or multiple-choice questions, or did not write questions. Student items were not used on the test. Results indicate that question-writing is an effective studying technique. (Author/LS)

The first administration of the newly revised Scholastic Assessment Test (SAT--formerly the Scholastic Aptitude Test) was in March 1994. This article looks at the historical background of the College Board's testing program, compares the formats of the new and old versions, and discusses implications for college-bound students and admissions…