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Kelly, William E.; Daughtry, Don – College Student Journal, 2018
This study developed an abbreviated form of Barron's (1953) Ego Strength Scale for use in research among college student samples. A version of Barron's scale was administered to 100 undergraduate college students. Using item-total score correlations and internal consistency, the scale was reduced to 18 items (Es18). The Es18 possessed adequate…
Descriptors: Undergraduate Students, Self Concept Measures, Test Length, Scores
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Haase, Jennifer; Hoff, Eva V.; Hanel, Paul H. P.; Innes-Ker, Åse – Creativity Research Journal, 2018
This meta-analysis investigated the relations between creative self-efficacy (CSE) and creativity measures and hypothesized that self-assessed questionnaires would have a different relation to self-efficacy beliefs compared to other creativity tests. The meta-analysis synthesized 60 effect sizes from 41 papers (overall N = 17226). Taken as a…
Descriptors: Creativity, Self Efficacy, Creativity Tests, Meta Analysis
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Heyder, Anke; Bergold, Sebastian; Steinmayr, Ricarda – Psychology Learning and Teaching, 2018
Evidence-based knowledge about intellectual giftedness is important for identifying, counseling, and fostering intellectually gifted students. How much teachers actually know about intellectual giftedness is unclear because previous studies have relied solely on self-reports. This study aimed to: (a) develop a test for the assessment of teachers'…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Attitudes, Knowledge Level
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Hubbard, Joanna K.; Potts, Macy A.; Couch, Brian A. – CBE - Life Sciences Education, 2017
Assessments represent an important component of undergraduate courses because they affect how students interact with course content and gauge student achievement of course objectives. To make decisions on assessment design, instructors must understand the affordances and limitations of available question formats. Here, we use a crossover…
Descriptors: Test Format, Questioning Techniques, Undergraduate Students, Objective Tests
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Ganzfried, Sam; Yusuf, Farzana – Education Sciences, 2018
A problem faced by many instructors is that of designing exams that accurately assess the abilities of the students. Typically, these exams are prepared several days in advance, and generic question scores are used based on rough approximation of the question difficulty and length. For example, for a recent class taught by the author, there were…
Descriptors: Weighted Scores, Test Construction, Student Evaluation, Multiple Choice Tests
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Al-Azzawi, Amad Mohammed Jamil; Nagavi, B.G.; Hachim, Mahmood Y.; Mossa, Omar H. – Innovations in Education and Teaching International, 2016
Background: Objective Structured Clinical Examinations (OSCEs) were used to assess translational pharmacotherapeutic skills of a Gulf-region representative academic institution. Aim: The aim of the current study was to assess the clinical skills of students enrolled within the third year Bachelor of Pharmacy (BPharm) programme within Ras Al…
Descriptors: Foreign Countries, Pharmaceutical Education, Objective Tests, Undergraduate Students
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Lassonde, Karla A.; Kolquist, Molly; Vergin, Megan – Teaching of Psychology, 2017
Refutation-style texts have been considered a viable strategy for changing psychological misconceptions. The current study aims to integrate refutation-style texts into a classroom-based method of learning. Psychology students were administered a true/false misconception survey and then viewed several refutation-style poster presentations…
Descriptors: Psychology, Persuasive Discourse, Misconceptions, Gender Differences
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Kolomuç, Ali – Asia-Pacific Forum on Science Learning and Teaching, 2017
This study aimed to discover subject-specific science teachers' views of alternative assessment. The questionnaire by Okur (2008) was adapted and deployed for data collection. The sample consisted of 80 subject-specific science teachers drawn from the cities of Trabzon, Rize and Erzurum in Turkey. In analyzing data, descriptive analysis was…
Descriptors: Science Teachers, Teacher Attitudes, Alternative Assessment, Foreign Countries
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Pan, Steven C.; Gopal, Arpita; Rickard, Timothy C. – Journal of Educational Psychology, 2016
Does correctly answering a test question about a multiterm fact enhance memory for the entire fact? We explored that issue in 4 experiments. Subjects first studied Advanced Placement History or Biology facts. Half of those facts were then restudied, whereas the remainder were tested using "5 W" (i.e., "who, what, when, where",…
Descriptors: Undergraduate Students, Testing, Test Items, Memory
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Gurning, Busmin; Siregar, Aguslani – English Language Teaching, 2017
The objectives of this study were to find out whether 1) students' achievement in reading comprehension taught by using INSERT strategy was higher than those taught by using SQ3R strategy, 2) Students' achievement in reading comprehension having high curiosity was higher than those having low curiosity, 3) there was an interaction between teaching…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods
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Jarvis, Scott – Language Testing, 2017
The present study discusses the relevance of measures of lexical diversity (LD) to the assessment of learner corpora. It also argues that existing measures of LD, many of which have become specialized for use with language corpora, are fundamentally measures of lexical repetition, are based on an etic perspective of language, and lack construct…
Descriptors: Computational Linguistics, English (Second Language), Second Language Learning, Native Speakers
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Manzo, Rosa D.; Whent, Linda; Liets, Lauren; de la Torre, Adela; Gomez-Camacho, Rosa – Journal of Education and Learning, 2016
This study examined how science teachers' knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings…
Descriptors: Teaching Models, Neurosciences, Drug Addiction, Research Methodology