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Providing the Answers Does Not Improve Performance on a College Final Exam
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Glass, Arnold Lewis; Sinha, Neha – Educational Psychology, 2013
In the context of an upper-level psychology course, even when students were given an opportunity to refer to text containing the answers and change their exam responses in order to improve their exam scores, their performance on these questions improved slightly or not at all. Four experiments evaluated competing explanations for the students'…
Descriptors: Academic Achievement, Item Analysis, Test Norms, Comparative Testing
Comparison of Paper-Pencil and Online Performances of Students with Learning Disabilities
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Taherbhai, Husein; Seo, Daeryong; Bowman, Trinell – British Educational Research Journal, 2012
Literature in the United States provides many examples of no difference in student achievement when measured against the mode of test administration i.e., paper-pencil and online versions of the test. However, most of these researches centre on "regular" students who do not require differential teaching methods or different evaluation…
Descriptors: Learning Disabilities, Statistical Analysis, Teaching Methods, Test Format
Not Read, but Nevertheless Solved? Three Experiments on PIRLS Multiple Choice Reading Comprehension Test Items
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Sparfeldt, Jorn R.; Kimmel, Rumena; Lowenkamp, Lena; Steingraber, Antje; Rost, Detlef H. – Educational Assessment, 2012
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N[subscript 1] = 230, N[subscript 2] = 340, N[subscript 3] = 194) worked on three…
Descriptors: Test Items, Reading Comprehension, Construct Validity, Grade 4
Which Test? Whose Scores? Comparing Standardized Critical Thinking Tests
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Hatcher, Donald L. – New Directions for Institutional Research, 2011
In this article, after describing one approach for teaching critical thinking (CT) that was in place at Baker University from 1990 to 2008, the author describes their experience assessing CT using three standardized exams and shows why the choice of a standardized CT test can be problematic and the results misleading. These results can be…
Descriptors: Test Results, Essay Tests, Critical Thinking, Thinking Skills
Traditional vs. Retrospective Pretests for Measuring Science Teaching Efficacy Beliefs in Preservice Teachers
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Cantrell, Pamela – School Science and Mathematics, 2003
The difference in gain scores produced by traditional pretests and those produced by retrospective pretests when compared to posttest scores on the Science Teaching Efficacy Belief Instrument for preservice teachers was investigated in this study. Results indicated that gain scores using the traditional pretest produced significant improvement in…
Descriptors: Pretests Posttests, Validity, Scores, Preservice Teachers
General Report on Edmonton Grade III Achievement. 1956-1977 Comparisons.
Clarke, S. C. T.; And Others – 1977
To compare achievement standards of 1977 with those of 1956, three tests were administered in their original form to all third graders in a large school district. Approximately 3500 students in 1956 and 4500 in 1977 were administered the California Achievement Tests, the California Short Form Tests of Mental Maturity, and the Gates Advanced…
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Arithmetic