Multiple-choice questions (MCQs) are popular in vocabulary software because they can be scored automatically and are compatible with many input devices (e.g., touchscreens). Answering MCQs is beneficial for learning, especially when learners retrieve knowledge from memory to evaluate plausible answer alternatives. However, such retrieval may not…

The quality of exams drives test-taking behavior of examinees and is a proxy for the quality of teaching. As most university exams have strict time limits, and speededness is an important measure of the cognitive state of examinees, this might be used to assess the connection between exams' quality and examinees' performance. The practice of…

Geography teachers' school-based (internal) examinations in pre-vocational geography education in the Netherlands appear to be in line with the findings in the literature, namely that teachers' assessment practices tend to focus on the recall of knowledge. These practices are strongly influenced by national (external) examinations. This paper…

Multiple-choice (MC) analogy items are often used in cognitive assessment. However, in dynamic testing, where the aim is to provide insight into potential for learning and the learning process, constructed-response (CR) items may be of benefit. This study investigated whether training with CR or MC items leads to differences in the strategy…

This study investigated the effects of two different true-false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and…

In a randomized experiment (n = 515), a computerized and a computerized adaptive test (CAT) are compared. The item pool consists of 24 polytomous motivation items. Although items are carefully selected, calibration data show that Samejima's graded response model did not fit the data optimally. A simulation study is done to assess possible…

Subjects were immediately tested on a reading passage, and received feedback after 30 minutes or one day, or no feedback. After a week, subjects identified their original responses to three types of test items. One-day delay of feedback gave better results than the 30-minute delay. (GDC)

The traditional multiple-choice reading comprehension test of English as a second language, used in the Dutch school-leaving examinations, has been criticized for its apparent lack of construct validity. The Dutch National Institute for Educational Measurement has conducted a number of studies to determine whether there is a different skill…

In the Dutch national examinations, reading comprehension tests are used for all languages. For the native language, reading comprehension is tested with reading passages and related questions to which the test-taker provides his own response, not choosing from a group of alternatives. One problem encountered in testing with these items is…

The development and validation of a test of listening comprehension for English as a second language at the Dutch National Institute for Educational Measurement (Cito) is described. The test uses two distinct item formats: true-false items and modified cloze items with two options. Both item formats were found to measure foreign language listening…