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Peer reviewedHouston, John P. – Journal of Educational Psychology, 1983
Using an index of answer copying developed by Houston, it was found that rearranged questions alone did not reduce answer copying, whereas rearrangement of both questions and answers effectively eliminated detectable cheating. (Author)
Descriptors: Cheating, Higher Education, Measurement Techniques, Multiple Choice Tests
Peer reviewedBenjamin, Moshe; And Others – Journal of Educational Psychology, 1981
Development of an information processing model provided concepts for analyzing test anxiety. Results implied that worry reported by high test-anxious students is due to inadequate knowledge of subject matter rather than a personality characteristic. Programs emphasizing learning strategies and coping techniques are urged. (CE)
Descriptors: Cognitive Processes, Cognitive Style, Higher Education, Learning Processes
Peer reviewedSwinton, Spencer S.; Powers, Donald E. – Journal of Educational Psychology, 1983
A special preparation curriculum for the analytical section of the Graduate Record Examinations (GRE) Aptitude Test was developed and administered to self-selected GRE candidates. Analyses revealed an effect that stemmed from improved performance on two of the three analytical item types formerly included in the analytical section. (Author/PN)
Descriptors: College Entrance Examinations, Higher Education, Intentional Learning, Predictive Measurement
