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Showing 1 to 15 of 22 results Save | Export

Assessing the Structure of the GRE General Test Using Confirmatory Multidimensional Item Response Theory.

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Kingston, Neal M.; McKinley, Robert L. – 1988

Confirmatory multidimensional item response theory (CMIRT) was used to assess the structure of the Graduate Record Examination General Test, about which much information about factorial structure exists, using a sample of 1,001 psychology majors taking the test in 1984 or 1985. Results supported previous findings that, for this population, there…

Descriptors: College Students, Factor Analysis, Higher Education, Item Analysis

College Students' Attitudes towards Written versus Oral Tests of English as a Foreign Language.

Peer reviewed

Zeidner, Moshe; Bensoussan, Marsha – Language Testing, 1988

Compares student attitudes toward oral or written tests and the relationship of attitude to performance of 170 students enrolled in the advanced reading course of English as a foreign language at Haifa University (Israel). Students preferred written over oral tests. No meaningful relationship was observed between students' attitudes and test…

Descriptors: Advanced Courses, English (Second Language), Foreign Countries, Higher Education

Effects of Item Arrangement, Sex of the Subject, and Test Anxiety on Cognitive and Self-Perception Scores in a Nonquantitative Content Area.

Peer reviewed

Plake, Barbara S.; Ansorge, Charles J. – Educational and Psychological Measurement, 1984

Scores representing number of items right and self-perceptions were analyzed for a nonquantitative examination that was assembled into three forms. Multivariate ANCOVA revealed no significant effects for the cognitive measure. However, significant sex and sex x order effects were found for perceptions scores not parallel to those reported…

Descriptors: Analysis of Covariance, Higher Education, Multiple Choice Tests, Scores

Difficulty Level of Classroom Tests: Communicating with Teachers and Students.

Bowman, Robert W., Jr.; Frary, Robert B. – 1983

College teachers often use norm-referenced classroom tests which are too easy for distinguishing adequately among levels of student achievement, yet they are reluctant to adopt more difficult tests. We explored the basis for current practices concerning test difficulty through informal interviews and questionnaires completed by faculty members and…

Descriptors: Achievement Tests, Difficulty Level, Higher Education, Measurement Techniques

Involving Faculty in the Assessment of General Education: A Case Study. AIR 1992 Annual Forum Paper.

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Underwood, David G.; Nowaczyk, Ronald H. – 1992

This paper describes the experience of the Clemson University (South Carolina) faculty in choosing and administering a commercially available standardized test to assess general education at that institution. The paper emphasizes the importance of faculty involvement in the assessment of general education and its impact on the success of the…

Descriptors: Achievement Tests, College Outcomes Assessment, Educational Testing, Faculty College Relationship

Use of the Woodcock-Johnson Psycho-Educational Battery, Part II: Tests of Achievement with a College Population.

Salvia, John; Salvia, Shawn Amig – Diagnostique, 1985

Performance of 100 college freshmen on the Woodcock-Johnson Psycho-Educational Battery, Part II, Tests of Achievement, were analyzed by subtests and cluster scores to determine appropriateness for assessing achievement of handicapped students. Minor inversions in item order and pronounced ceiling effects on all subtests yielded lowered subtest and…

Descriptors: Achievement Tests, Cluster Analysis, College Freshmen, Disability Identification

Designing Questionnaire Items: Lessons Learned from Faculty and Student Surveys.

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Meld, Andrea – 1990

Surveys used for program and institutional evaluation, such as self-studies conducted for accreditation review, are discussed. Frequently, these evaluations take the form of faculty surveys and student surveys. This paper explores the following general considerations associated with mail surveys and other surveys: avoidance of response bias;…

Descriptors: Accreditation (Institutions), Comparative Analysis, Higher Education, Mail Surveys

Form versus Content in Piagetian Testing.

Peer reviewed

Wollman, Warren T. – Science Education, 1982

After discussing task-specific information and form/content dissociation, presents evidence from training studies which suggests ways in which the form/content distinction might guide researchers in designing diagnostic measures leading to specific instructional strategies based on the diagnostics. (Author/JN)

Descriptors: Cognitive Processes, College Science, Elementary School Science, Elementary Secondary Education

Measurement of Achievement and Transfer through Divergent Thinking.

Dirkes, M. Ann – 1984

A divergent thinking (DT) test format, scored for flexible and original thinking, is presented. The DT test format, designed to assess teacher competencies and estimate the transfer of competencies to new situations, was administered to graduate students enrolled in a testing course. The DT format allowed students to list phrases and sentence…

Descriptors: Academic Achievement, Achievement Tests, Cognitive Tests, Divergent Thinking

Comparison and Contrast: The 1975 California State University and Colleges Freshman English Equivalency Examination.

White, Edward M. – 1976

The third administration of the California State University and Colleges Freshman English Equivalency Examination, a test consisting of an objective examination graded by the Educational Testing Service and an essay examination scored by California State University and College faculty, is analyzed in this report. After a short preface, the first…