The growing interest for measurement of learning outcomes relates to long lines of development in higher education, the request for accountability, intensified through international reforms and movements such as the development and implementation of qualifications frameworks. In this article, we discuss relevant literature on different approaches…

Three types of test were compared: a completion test, a matching test, and a multiple-choice test. The completion test was more reliable than the matching test, and the matching test was more reliable than the multiple-choice test. (Author/BW)

Suggests that direct and indirect measures of writing ability tend to tap similar skills. Concludes that educational decisions about competence in writing can be be made by using a combination of direct and indirect means. (FL)

Five adult humans were tested for emergent conditional discriminations under rapid-responding contingencies. During four-comparison matching-to-sample baseline training (AB and AC), limited-hold contingencies for responding to samples and comparisons were gradually restricted to the shortest duration consistent with at least 95% accuracy and no…

The relationship between scores on a typical bar exam and the ability to practice law was investigated with 485 applicants who took the bar exam and a 2-day performance test involving basic oral and written legal tasks. These tasks consisted of simulated cases; each participant functioned as the attorney for the plantiff in one case and as the…

The study reports on a pilot project in performance funding. Explored are the relationships between test performance and student testimony on instructional outcomes measures. The implications for better informed selection, implementation, and interpretation of outcomes measures are discussed. (MSE)

Students' understanding of musical style periods was assessed at Liberty Baptist College. The investigation was prompted by evidence suggesting that non-music majors who complete a music appreciation course understand a broad overview of music history better than music majors who complete music history courses. Compared to the music history…

Describes a study of the accuracy of student responses on objective tests. Investigators examined the frequency of correctness on initial responses versus changed responses, and the relationship to degree of familiarity of the content. Results show that changing test answers tends to produce more right than wrong answers by more students.…

Cognitive learning and cognitive measures are defined and various types of objective measures of cognitive learning are discussed and compared, including short answer test items, true-false items, multiple choice items, matching items, and written simulations. (MSE)

An area of current concern is that of the advantages and disadvantages of measuring writing proficiency directly via writing samples, and indirectly via objective tests. Much research has been completed documenting the correlation between direct and indirect measures. However, there had not yet been a systematic and detailed conceptual analysis…

Compares the efficacy of objective and holistic writing evaluation, in the context of the freshman writing program evaluation procedure at a west coast university. Indicates that holistic evaluation of writing samples is a far more accurate measure of writing quality and potential. (HTH)

Describes an empirical study conducted at the University of Central Oklahoma that investigated the differences in learning outcomes between English as a second language composition courses taught with two different methods, one based on a simulation called GLOBECORP and one on traditional instruction. Discusses progress measured by mandated…

A comparison of the actual final grade distribution with what the grade distributions would have been had only the true/false components or the short-answer components been used is presented. The responses to a course evaluation survey that asked students to compare the two types of questions are summarized. (MLW)

A 100-item five-choice multiple choice (MC) biology final exam was converted to multiple choice true-false (MTF) form to yield two content-parallel test forms comprised of the two item types. Students found the MTF items easier and preferred MTF over MC; the MTF subtests were more reliable. (Author/GK)

Compares the use of computers with traditional paper and pencil to deliver objective tests for summative assessment with undergraduates in the United Kingdom. Considers issues of gender differences, objective testing, computer anxiety, and benefits to staff and students, and recommends the need for pre-test preparation and practice testing.…