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Krieglstein, Felix; Beege, Maik; Rey, Günter Daniel; Ginns, Paul; Krell, Moritz; Schneider, Sascha – Educational Psychology Review, 2022
For more than three decades, cognitive load theory has been addressing learning from a cognitive perspective. Based on this instructional theory, design recommendations and principles have been derived to manage the load on working memory while learning. The increasing attention paid to cognitive load theory in educational science quickly…
Descriptors: Cognitive Processes, Difficulty Level, Learning Theories, Test Reliability
Young, Richard – 1992
Discussion of oral communication between native and non-native speakers focuses on proficiency-related differences in interactions where the non-native speaker is experienced and those in which he is a novice. Research in oral proficiency development, discourse domains, and communication strategies is reviewed. It is argued that the ways in which…
Descriptors: Comparative Analysis, Difficulty Level, Interpersonal Communication, Language Proficiency
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Frisbie, David A. – Educational Measurement: Issues and Practice, 1992
Literature related to the multiple true-false (MTF) item format is reviewed. Each answer cluster of a MTF item may have several true items and the correctness of each is judged independently. MTF tests appear efficient and reliable, although they are a bit harder than multiple choice items for examinees. (SLD)
Descriptors: Achievement Tests, Difficulty Level, Literature Reviews, Multiple Choice Tests
Haladyna, Tom; Roid, Gale – 1980
An empirical review of test items is described as an essential step in criterion-referenced test development. The concept of test items' instructional sensitivity is introduced, and research is briefly reviewed which describes four theoretical contexts in which instructional sensitivity indexes have been observed: criterion-referenced; classical…
Descriptors: Achievement Tests, Bayesian Statistics, Course Objectives, Criterion Referenced Tests
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Lockheed, Marlaine E. – 1979
Empirical studies are reviewed of sex bias and psychometric bias in aptitude and achievement tests. It is concluded that: (1) of four studies of sex bias, all found that the language used in the tests favored males, but, at the elementary-secondary level, sex bias has been decreasing; (2) of 15 analyses of psychometric bias, all found an…
Descriptors: Achievement Tests, Aptitude Tests, College Entrance Examinations, Difficulty Level