Although alternatives exist, unseen, written examinations still appear to be a major component of assessment in higher education in the UK. Such exams can be unsettling for students new to higher education, particularly for those with specific learning difficulties. The concept of an 'attainment curve' is developed to assist mark attribution and…

Despite the increasing discussions on quality and professionalism in the field of language assessment, limited empirical research is currently available on whether language testing practice conforms to the best practice model prescribed in professional standards. Situated in the context of Chinese higher education, this study examined how English…

Perceived time in complex cognitive functions was studied using college students' estimates of time spent taking a test in relation to examination performance. Significant correlations were found between true scores and students' estimated time. Differences in the perception of time were shown to be consistent with theories of attentional…

The purpose of this study was to examine the effectiveness of universally designed (UD) instruction on strategic learning in an online, interactive learning environment (ILE). The research focused on the premise that the customizable, media-based framework of UD instruction might influence diverse online learning strategies. This study…

Total scores from a series of classroom examinations compared with the order in which students completed the tests showed a relationship between completion time and test score. The first half of the students to finish scored significantly higher than the last half. (DS)

Reported are results of a survey undertaken to investigate students' preferences on the spacing of final honours exams, as a preliminary to the commissioning of a computer-designed exam timetable. (Author)

Examines the effect of exposure length of stimulus and the possible effects upon response. Results suggested that TAT pictures become less pleasant with continued exposures. (DEP)

Results of a two-year study of college students (N=103, year one and N=90, year two) suggest that a weekly quiz, compared to a frequency of one quiz every two weeks, is an excellent tool to stimulate learning in a year-long organic chemistry course. (Author/SK)

Discusses the role and nature of written examinations for part-time chemistry students in England. (MLH)

An investigation of the use of microfiche to replace bulky clinical testing materials is reported. With each student serving as both experimental subject and control, taking each kind of test, student preferred the nonmicrofiche form. No difference was found in time taken for testing or resulting grades. Sequence was significant, however.…

First-year law students in a torts course, assigned to three experimental groups receiving differing numbers of examinations, were found to retain more material when tested more often. Frequent testing is credited with demystifying the law, humanizing the teaching process, and improving legal education's effectiveness. (MSE)

Investigates the relationship between total scores on the California Critical Thinking Skills Test (CCTST) and the time taken to complete it. Finds that slower test takers obtained significantly higher scores. Discusses implications of these findings for college instruction. (SG)

Investigated model for reducing time for administration of Myers-Briggs Type Indicator (MBTI) using real-data simulation of Bayesian scaling in computerized adaptive administration. Findings from simulation study using data from 127 undergraduates are strongly supportive of use of Bayesian scaled computerized adaptive administration of MBTI.…

A study examined the effects of extended and untimed testing on 31 postsecondary students with learning disabilities and 40 typical students. By extending the time limits on the Nelson Denny Reading Test, students with learning disabilities realized significant gains on their test scores and typical students made less dramatic gains. (Contains…

Suggestions for organizing the objective structured clinical examination for medical students and physicians address selection of competencies to be evaluated, number, type, and duration of examination stations, use of examiners, clarity of instructions, test administration, resource requirements, interstation signals, and recordkeeping. (MSE)