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Gwinn, John F.; Beal, Loretta F. – Journal of Educational Technology Systems, 1988
Describes an interactive computer-testing and record-keeping system that was implemented for a self-paced anatomy and physiology course. Results of exploratory research are reported that focus on student preference for online testing, test anxiety, attitude, and achievement; and suggestions are given for integrating a computer-testing program into…
Descriptors: Academic Achievement, Anatomy, Computer Assisted Testing, Database Management Systems

Foster, Karen – Journal of Reading, 1987
Reviews a secondary school version of the Test of English as a Foreign Language (TOEFL) that focuses on two of the primary language skills: listening and reading. Subtest includes a variety of tasks measuring semantic, syntactic, and higher-level reading comprehension abilities. (NKA)
Descriptors: English (Second Language), Language Proficiency, Language Tests, Listening Comprehension Tests

Everett, Kenneth G.; DeLoach, Will S. – Journal of Chemical Education, 1986
Analyzes an old chemistry examination that was given to a college chemistry class in 1984. Contrasts several of the examination's features against most modern ones. Notes the emphasis on observable properties and the practical applications of substances. Argues that the newer examinations may stress too much theory and don't stress communication…
Descriptors: Chemistry, College Science, Evaluation Methods, Higher Education

Mather, Peter W.; And Others – Journal of Reading, 1985
Examines the changes made in the Nelson Reading Skills Test, Forms 3 and 4, noting that the authors of the revised test have strengthened the test by requiring students to define words in context and by adding sections related to phonic skills, word parts, and reading rate. (HOD)
Descriptors: Content Analysis, Elementary Secondary Education, Reading Comprehension, Reading Rate
College Entrance Examination Board, New York, NY. – 1997
The Advanced Placement (AP) program is a cooperative educational effort of secondary schools, colleges, and the College Board that consists of 30 college-level courses and examinations in 17 academic disciplines for highly motivated students in secondary schools. AP courses are offered in more than 11,000 high schools and are recognized by nearly…
Descriptors: Academic Achievement, Advanced Placement, College Entrance Examinations, Course Content
Raymond, Patricia M.; And Others – 1995
Different aspects of text comprehension and different evaluation procedures were studied for elementary school students. Indicators sensitive to the different levels of comprehension involved were used, and recall was divided into recall macro, micro, and total. The sample consisted of 90 sixth graders in the national capital region of Canada.…
Descriptors: Cognitive Processes, Elementary Education, Elementary School Students, Evaluation Methods
Arizona State Dept. of Education, Phoenix. – 1999
This guide is designed to give the student helpful information about Arizona's Instrument To Measure the Standards (AIMS) for grade 8. The guide provides examples of the type of questions students see on AIMS and explains how items are scored. It does not teach what the student needs to know to do well on AIMS, but it will help the student know…
Descriptors: Academic Standards, Grade 8, Junior High School Students, Junior High Schools
Hall, John D.; Ashley, Donna M.; Bramlett, Ronald K.; Murphy, John J. – 2000
This report presents a study that examined the effects of symptom item formats on estimates of risk status across alternative attention deficit hyperactivity disorder (ADHD) behavior checklists for 38 referred children. The mean age of the children was 7 years 9 months. The study focused on ADHD risk as measured by two behavior checklists which…
Descriptors: Attention Deficit Disorders, Behavior Rating Scales, Check Lists, Classification
Lawrence, Ida M.; Schmidt, Amy Elizabeth – College Entrance Examination Board, 2001
The SAT® I: Reasoning Test is administered seven times a year. Primarily for security purposes, several different test forms are given at each administration. How is it possible to compare scores obtained from different test forms and from different test administrations? The purpose of this paper is to provide an overview of the statistical…
Descriptors: Scores, Comparative Analysis, Standardized Tests, College Entrance Examinations

Eley, Malcolm G.; Stecher, Erica J. – Assessment & Evaluation in Higher Education, 1997
Three studies compared the common Likert agree/disagree question form to a behavioral observation form for faculty evaluation. The Likert-type format prompted global, impressionistic responses; the behavioral observation form prompted more objective responses. Results suggest use of behavioral observation rather than agree/disagree questions can…
Descriptors: Behavior Rating Scales, College Faculty, Faculty Evaluation, Higher Education

Shiah, Rwey-Lin; And Others – Exceptionality, 1995
This study, involving 30 elementary students with learning disabilities, found that students performed significantly better on mathematics tests given using a computer than by paper and pencil. It found no differences among variations of computer-assisted instruction, with either static or animated pictures and either utilizing or not utilizing a…
Descriptors: Arithmetic, Computer Assisted Instruction, Computer Assisted Testing, Elementary Education

Salend, Spencer J. – Intervention in School and Clinic, 1995
Test modifications and techniques that teachers can employ to adapt their tests to meet individualized needs of mainstreamed students with disabilities are considered. Suggestions are offered to assist special education teachers in helping general educators design tests; address test reliability, validity, content, and format; and develop…
Descriptors: Disabilities, Elementary Secondary Education, Evaluation Methods, Learning Problems

Haladyna, Thomas A. – Applied Measurement in Education, 1992
Several multiple-choice item formats are examined in the current climate of test reform. The reform movement is discussed as it affects use of the following formats: (1) complex multiple-choice; (2) alternate choice; (3) true-false; (4) multiple true-false; and (5) the context dependent item set. (SLD)
Descriptors: Cognitive Psychology, Comparative Testing, Context Effect, Educational Change

Caudill, Steven B.; Gropper, Daniel M. – Journal of Economic Education, 1991
Presents a study of the effect of question order on student performance on economics tests. Reports that question order has no statistically significant effect on examination scores, even after including variables that reflect differential human capital characteristics. Concludes that instructors need not worry that some examination versions give…
Descriptors: Economics Education, Educational Research, Higher Education, Human Capital

McKillip, Jack; And Others – Evaluation and Program Planning, 1992
Effects of question length and explicitness of directions (format) were examined for 97 university students answering open-ended consumer satisfaction questions at 9 health promotion workshops. Question format, but not length, was related to the usefulness of answers. Implications for use and construction of open-ended questions are discussed.…
Descriptors: Client Characteristics (Human Services), College Students, Consumer Economics, Evaluation Utilization