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Yangqiuting Li; Chandralekha Singh – Physical Review Physics Education Research, 2025
Research-based multiple-choice questions implemented in class with peer instruction have been shown to be an effective tool for improving students' engagement and learning outcomes. Moreover, multiple-choice questions that are carefully sequenced to build on each other can be particularly helpful for students to develop a systematic understanding…
Descriptors: Physics, Science Instruction, Science Tests, Multiple Choice Tests
Chen, Qingwei; Zhu, Guangtian; Liu, Qiaoyi; Han, Jing; Fu, Zhao; Bao, Lei – Physical Review Physics Education Research, 2020
Problem-solving categorization tasks have been well studied and used as an effective tool for assessment of student knowledge structure. In this study, a traditional free-response categorization test has been modified into a multiple-choice format, and the effectiveness of this new assessment is evaluated. Through randomized testing with Chinese…
Descriptors: Foreign Countries, Test Construction, Multiple Choice Tests, Problem Solving
New York State Education Department, 2024
The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts, Mathematics, and Grades 5 & 8 Science Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed…
Descriptors: Testing Programs, Language Arts, Mathematics Tests, Science Tests
Laura Roberts; Joanne Berry – Journal of Learning Development in Higher Education, 2023
The mass shift to Open-Book, Open-Web (OBOW) assessments during the pandemic highlighted new opportunities in Higher Education for developing accessible, authentic assessments that can reduce administrative load. Despite a plethora of research emerging on the effectiveness of OBOW assessments within disciplines, few currently evaluate their…
Descriptors: Test Format, Science Tests, College Science, Student Evaluation
Wright, Christian D.; Huang, Austin L.; Cooper, Katelyn M.; Brownell, Sara E. – International Journal for the Scholarship of Teaching and Learning, 2018
College instructors in the United States usually make their own decisions about how to design course exams. Even though summative course exams are well known to be important to student success, we know little about the decision making of instructors when designing course exams. To probe how instructors design exams for introductory biology, we…
Descriptors: College Faculty, Science Teachers, Science Tests, Teacher Made Tests
Frey, Bruce B.; Ellis, James D.; Bulgreen, Janis A.; Hare, Jana Craig; Ault, Marilyn – Electronic Journal of Science Education, 2015
"Scientific argumentation," defined as the ability to develop and analyze scientific claims, support claims with evidence from investigations of the natural world, and explain and evaluate the reasoning that connects the evidence to the claim, is a critical component of current science standards and is consistent with "Common Core…
Descriptors: Test Construction, Science Tests, Persuasive Discourse, Science Process Skills
Mullis, Ina V. S., Ed.; Martin, Michael O., Ed. – International Association for the Evaluation of Educational Achievement, 2014
It is critical for countries to ensure that capable secondary school students receive further preparation in advanced mathematics and science, so that they are ready to enter challenging university-level studies that prepare them for careers in science, technology, engineering, and mathematics (STEM) fields. This group of students will become the…
Descriptors: Mathematics Tests, Science Tests, Educational Assessment, Secondary School Students
Wilson, Audrey – Journal of Science and Mathematics Education in Southeast Asia, 1992
Reports a study to compare the performance of Australian university students on chemistry questions delivered in two different formats: multiple choice and grid. Concluded that students encounter more difficulties with questions presented in the grid format and that grid questions demand a deeper understanding of the topic. (MDH)
Descriptors: Academic Achievement, Chemistry, Cognitive Processes, Foreign Countries
Hopley, Ken; And Others – 1982
The first of several planned volumes of Free Response Test Items contains geology questions developed by the Assessment and Evaluation Unit of the New South Wales Department of Education. Two additional geology volumes and biology and chemistry volumes are in preparation. The questions in this volume were written and reviewed by practicing…
Descriptors: Foreign Countries, Geology, Item Banks, Response Style (Tests)
Mutsune, Myra Kanaidza – 1983
Until 1982, achievement in A-level biology in Kenya was measured by an examination which consisted of four papers, three measuring theory work and one measuring practical skills. In 1982, a three paper examination was developed, the first two papers measuring theory and the third paper measuring practical skills. Based on the change in the test…
Descriptors: Academic Achievement, Biology, Correlation, Curriculum Development

Peterson, Raymond F.; And Others – Journal of Research in Science Teaching, 1989
Outlines a procedure used to develop a written diagnostic instrument to identify misconceptions and misunderstandings of the chemistry topic. Reports the characteristic data for the instrument, and student understanding of covalent bonding and structure. (Author/YP)
Descriptors: Chemical Bonding, Chemistry, Diagnostic Tests, Grade 11

Alexander, John J., Ed. – Journal of Chemical Education, 1987
Contains two articles relating to chemistry examination questions. One provides examples of how to sequence multiple choice questions so that partial credit may be given for some responses. The second includes a question and solution dealing with stereoisomerism as a result of free radical chlorination of a nonstereoisometic substance. (TW)
Descriptors: Chemistry, College Science, Higher Education, Problem Sets
Christman, J. Benton; And Others – 1991
A simple curriculum is provided that is designed to allow any school to prepare its students for the Enhanced American College Testing Program Tests (Enhanced ACT). Components of this manual include: (1) introduce the test structure; (2) give the strategy lectures; (3) provide as much structured practice as possible; (4) administer a mock test…
Descriptors: College Applicants, College Entrance Examinations, English, Guides
Oescher, Jeffrey; Kirby, Peggy C. – 1990
A model for use in identifying assessment needs in association with teacher-made mathematics and science tests at the secondary level was developed. The model focuses on the identification and narrowing of discrepancies between teachers' perceptions of their testing practices and actual practice. All 19 math and 16 science teachers at a 4-year…
Descriptors: Classroom Techniques, High Schools, Inservice Teacher Education, Item Analysis
Leuba, Richard J. – Engineering Education, 1986
Promotes the use of machine-scored tests in basic engineering science classes. Discusses some principles and practices of machine-scored testing. Provides several example test items. Argues that such tests can be used to enhance basic understanding of concepts and problem solving skills. (TW)
Descriptors: Automation, College Science, Engineering Education, Evaluation Methods
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