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Matching-Tests: Reduced Anxiety and Increased Test Effectiveness.
Peer reviewed Peer reviewed
Shaha, Steven H. – Educational and Psychological Measurement, 1984
It was hypothesized that matching test formats would reduce test anxiety. Three experiments were conducted in which high school juniors and seniors took parallel matching and multiple-choice tests covering topics of prior knowledge or recently learned information. Results showed that matching tests were superior to multiple choice formats.…
Descriptors: High Schools, Multiple Choice Tests, Objective Tests, Scores
Test-Completion Speed: Its Relationship to Performance on Three Course-Based Objective Examinations.
Peer reviewed Peer reviewed
Bridges, K. Robert – Educational and Psychological Measurement, 1985
Data analysis of test scores from 278 undergraduates on three untimed course-based objective examinations yielded no linear or curvilinear relationships between completion speed and performance on individual tests or between average completion speed on three tests and total score. Results suggest that completion speed is unrelated to performance.…
Descriptors: Academic Achievement, Higher Education, Objective Tests, Performance Factors
Identifying Negatively Discriminating Items When Test Scores Are Not Normally Distributed.
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Fowler, Robert L.; Clingman, Joy M. – Educational and Psychological Measurement, 1992
Monte Carlo techniques are used to examine the power of the "B" statistic of R. L. Brennan (1972) to detect negatively discriminating items drawn from a variety of nonnormal population distributions. A simplified procedure is offered for conducting an item-discrimination analysis on typical classroom objective tests. (SLD)
Descriptors: Classroom Techniques, Elementary Secondary Education, Equations (Mathematics), Item Analysis