College students in a lower-division psychology course made metacognitive judgments by predicting and postdicting performance for true-false, multiple-choice, and fill-in-the-blank question sets on each of three exams. This study investigated which question format would result in the most accurate metacognitive judgments. Extending Koriat's (1997)…

Testwiseness may introduce construct-irrelevant variance to multiple-choice test scores. Presenting response options sequentially has been proposed as a potential solution to this problem. In an experimental validation, we determined the psychometric properties of a test based on the sequential presentation of response options. We created a strong…

A vast literature investigates academic disengagement among students, including its ultimate manifestation, dropping out of school. Research also shows that test disengagement can be a problem for many inferences educators and policymakers wish to draw from test scores. However, few studies consider whether academic and test disengagement are…

Although an accurate measure of vocabulary size is integral to understanding the proficiency of language learners, the validity of multiple-choice (M/C) vocabulary tests to determine this has been questioned due to users guessing correct answers which inflates scores. In this paper the nature of guessing and partial knowledge used when taking the…

Vocabulary size measures serve important functions, not only with respect to placing learners at appropriate levels on language courses but also with a view to examining the progress of learners. One of the widely reported formats suitable for these purposes is the Yes/No vocabulary test. The primary aim of this study was to introduce and provide…

The present study examines the influence of ambiguity tolerance on the performance of Iranian GFL-learners (Note 1) at level B1 in the processing of gap-filling-text tests. It is assumed that learners with more tolerance of ambiguity achieve better results in the reading comprehension or in the contextual guessing of the omitted words. 34 GFL…

The present study has two aims. Firstly, it aims to determine eighth grade students' conceptual understanding of floating and sinking through formative assessment probes. Secondly, it aims to determine whether or not there is a significant difference between students' performance in formative assessment probes and their achievement in the…

The present study has two aims. Firstly, it aims to determine eighth grade students' conceptual understanding of floating and sinking through formative assessment probes. Secondly, it aims to determine whether or not there is a significant difference between students' performance in formative assessment probes and their achievement in the…

Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures…

Just-in-Time Teaching (JiTT) is an instructional strategy involving feedback from students on prelecture activities in order to design in-class activities to build on the continuing feedback from students. We investigate the effectiveness of a JiTT approach, which included in-class concept tests using clickers in an upper-division quantum…

This survey aims at studying the relationship between English vocabulary threshold and word guessing strategy that is used in reading comprehension learning among 80 pre-university Chinese students in Malaysia. T-test is the main statistical test for this research, and the collected data is analysed using SPSS. From the standard deviation test…

The present study reports the basic characteristics of a game-like application entitled "Playing with Words-PwW". PwW is a single-user application where a word must be guessed given an anagram of that word. Anagrams are presented from a predefined word list and users can repeatedly try to guess the word, from which the anagram is…

Students in an introductory college course (n=275) responded to equivalent 20-item halves of a test under number-right and formula-scoring instructions. Formula scores of those who omitted items overaged about one point lower than their comparable (formula adjusted) scores on the test half administered under number-right instructions. In contrast,…

A total of 36 third, fifth, and seventh graders were interviewed about strategies they used to solve multiple-choice questions involving estimation of discrete quantities. Successful estimators tended to use decomposition/recomposition and multiple benchmark strategies, whereas less successful estimators generally used perceptually based…

The design and development of a test of inference ability in reading comprehension for grades 6, 7, and 8 (the Phillips-Patterson Test of Inference Ability in Reading Comprehension) are described. After development of a contemporary theoretical framework for the test of inference ability in reading comprehension, the design, item development, and…