Using data from multiple informants has long been considered best practice in education. However, multiple informants often disagree on similar constructs, complicating decision-making. Polynomial regression and response-surface analysis (PRA) is often used to test the congruence effect between multiple informants on an outcome. However, PRA…

Two-stage testing (TST) involves individual testing followed by taking the same test in teams. Previously, Vogler and Robinson ("The Journal of Experimental Education," 84(4), 787-803, 2016) found that TST facilitated individual performance. The present study addressed methodological limitations in the Vogler and Robinson study in two…

The imagination effect occurs when learners who imagine a procedure perform better on a subsequent test than learners who study it. The present study explored whether this effect is restricted to short-term learning or whether it also applies when learning is tested after a delay. Forty novices and forty experts learned about a basketball game…

Perceived test importance and test-taking effort are typically measured after test completion, contrary to the temporal ordering specified by expectancy-value theory. Retrospective importance and effort scores may reflect students' self-protective attributions of performance, which would support collection of prospective importance and effort…

The purpose of the experiment reported here was to investigate whether mind mapping adds any value as a studying technique to that of testing. We compared the effects of mind mapping on acquisition on graders (N = 68) in a secondary school in two separate consecutive periods of learning called series. In series 1, half the students used mind…

This article reports on a Monte Carlo simulation study, evaluating two approaches for testing the intervention effect in replicated randomized AB designs: two-level hierarchical linear modeling (HLM) and using the additive method to combine randomization test "p" values (RTcombiP). Four factors were manipulated: mean intervention effect,…

We investigated processes underlying performance decrements of highly test-anxious persons. Three experiments contrasted conditions that differed in the degree of activation of concepts related to failure. Participants memorized a list of words either containing words related to failure or containing no words related to failure in Experiment 1. In…

The authors assessed the effects of using "none of the above" as an option in a 40-item, general-knowledge multiple-choice test administered to undergraduate students. Examinees who selected "none of the above" were given an incentive to write the correct answer to the question posed. Using "none of the above" as the…

Confirmatory factor analytic procedures are routinely implemented to provide evidence of measurement invariance. Current lines of research focus on the accuracy of common analytic steps used in confirmatory factor analysis for invariance testing. However, the few studies that have examined this procedure have done so with perfectly or near…

Researchers in education are often interested in determining whether independent groups are equivalent on a specific outcome. Equivalence tests for 2 independent populations have been widely discussed, whereas testing for equivalence with more than 2 independent groups has received little attention. The authors discuss alternatives for testing the…

The authors examined the relationships among achievement motives, emotional regulation, and emotions. They collected data from 425 college undergraduates (110 men, 315 women) and used several scales, including the Achievement Motives Scales (K. Hagtvet & L. Zou, 2000), the Emotional Regulation During Testing Scale (P. A. Schutz, C. DiStefano,…

In 3 studies, the authors examined the prevalence and effects of a testing strategy whereby they gave a set of items to participants in advance and subsequently tested them on a portion of those items (i.e., subset testing). In a survey of university instructors, Study 1 showed that subset testing is a commonly used testing strategy. In this…

The effects of examination format and previous experience with microcomputers on the test scores of 96 undergraduate students were investigated. Results indicated no significant differences in the scores obtained on the two types of test administration (microcomputer and traditional paper and pencil). Computer experience was not an important…

The Selected Marker Tests were examined for scoring problems and internal consistency and were administered orally to sixth and seventh graders. Scoring problems were discovered and changes were suggested. The problem was found to be item reliability rather than interrater reliability. (Author/MH)