The purpose of the present study is to determine if certain educational procedures have an effect on students' self-concept. (Author)

This study was designed to investigate the relationships among three variables - item order, stress of test situation, and test anxiety. (Author/RK)

This paper provides a list of 10 salient features of the standard error of measurement, contrasting it to the reliability coefficient. It is concluded that the standard error of measurement should be regarded as a primary characteristic of a mental test. (Author/DWH)

The contention of this paper is that the obtained difference in a study by DuCette and Wolk, which indicated that giving options in an essay examination produces poorer test performance, was an artifact of the scoring procedures. (Author/RK)

Educators have a need for a procedure to generate alternate forms of tests. The reliability of alternate forms generated from a table of specifications is examined, using 78 high school remedial mathematics students as subjects. (Editor)

Investigates the role that differing mastery criteria would have on test performance of different groups of students enrolled in the same course. (Author/RK)

Attempts to evaluate the effect of various combinations of traditional instructional methods (TM) and personalized instruction (PSI) on final exam scores. It is hypothesized that groups which received PSI combined with enrichment provided by TM will score significantly higher on their cumulative final exam than students who receive instruction by…

The use of peers to provide instructional control was investigated in two studies. The first determined the reliability with which students identify multiplication fact errors. The second investigated the effectiveness of a peer-mediated drill procedure for instruction on multiplication facts. (Author/RK)

In order to determine whether the success of the Personalized System of Instruction is due to the unit testing procedure or the study questions prior to examinations, this study compares student achievement on course examinations after required unit testing, optional unit testing, and absence of testing. (Author/RK)

The effects of immediate knowledge of results, goal setting instructions, and subjects' sex upon answering choice questions were evaluated in a group of seventh grade students. (Editor)

A comparison of double as opposed to single multiple-choice questions yielded significant differences in regard to item difficulty, item discrimination, and internal reliability, but not concurrent validity. (Author/PN)

Attempts to select empirically the optimal cutting score or criterion level for a test based on response data from validation samples of instructed and uninstructed students. This score maximizes the probability of correct mastery-nonmastery decisions (or minimizes the probability of incorrect decisions). (Author/RK)

Examines possible relationships between the analytic/global dimension of cognitive style, as defined by Davis and Klausmeier (1970) and measured by the Children's Embedded Figures Test (CEFT), and two modes of instruction varying in the level of written guidance (Intermediate and Maximal) provided the learner. (Author/RK)

Investigates egocentrism and the relationship between egocentrism and popularity in grades 1 through 5. Teachers' ability to rate students' popularity was studied, and sex differences for egocentrism scores were also examined. Egocentrism was measured by a test based on work done by Jean Piaget and popularity defined by a teacher's rating scale…

Programed instruction in sex knowledge was presented via computer to 30 college students under varying conditions of informational feedback delay (IF). Immediate feedback following each response was compared with feedback following a 15-second delay for each response. Delay conditions provided significantly more retention than immediate…