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Peer reviewedKobrin, Jennifer L.; Young, John W. – Applied Measurement in Education, 2003
Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD)
Descriptors: Cognitive Processes, College Students, Computer Assisted Testing, Difficulty Level
Peer reviewedFrary, Robert B. – Applied Measurement in Education, 1991
The use of the "none-of-the-above" option (NOTA) in 20 college-level multiple-choice tests was evaluated for classes with 100 or more students. Eight academic disciplines were represented, and 295 NOTA and 724 regular test items were used. It appears that the NOTA can be compatible with good classroom measurement. (TJH)
Descriptors: College Students, Comparative Testing, Difficulty Level, Discriminant Analysis
Peer reviewedBergstrom, Betty A.; And Others – Applied Measurement in Education, 1992
Effects of altering test difficulty on examinee ability measures and test length in a computer adaptive test were studied for 225 medical technology students in 3 test difficulty conditions. Results suggest that, with an item pool of sufficient depth and breadth, acceptable targeting to test difficulty is possible. (SLD)
Descriptors: Ability, Adaptive Testing, Change, College Students
