We conducted two studies to replicate and extend, as well as test, the limits of previous findings regarding an apparent disconnect between scientific-reasoning skills in psychological science, on the one hand, and scores on standardized tests of general intelligence, on the other. In Study 1, we examined whether this disconnect would extend…

Scores on essay-based assessments that are part of standardized admissions tests are typically given relatively little weight in admissions decisions compared to the weight given to scores from multiple-choice assessments. Evidence is presented to suggest that more weight should be given to these assessments. The reliability of the writing scores…

This study aimed at exploring the impact of mentor text modelling on Iranian English as a Foreign Language (EFL) learners' accuracy and fluency in writing tasks with different cognitive complexity in comparison with two conventional approaches to teaching writing; namely, process-based and product-based approaches. To this end, 60 Iranian EFL…

We examined test-expectancy as it applies to fill-in-the-blank tests. We randomly assigned 60 college students to take a fill-in-the-blank vocabulary test in one of three conditions. Two groups took the test with a word bank available; we told one group but not the other that they would have a word bank. The third group took the test with no word…

The relation between incorrect option choice and estimated ability level was examined for two widely used aptitude tests, the Scholastic Aptitude Test, and the Graduate Record Examination. Incorrect option choice was found to be related to estimated ability for many items. Implications of these findings are briefly discussed. (Author)

This study examines the predictability of Graduate Record Examinations (GRE) reading item difficulty (equated delta) for the three major reading item types: main idea, inference, and explicit statement items. Each item type is analyzed separately, using 110 GRE reading passages and their associated 244 reading items; selective analyses of 285…

Exploratory and confirmatory factor analyses were used to explore relationships among existing item types and three new computer-administered item types for the analytical scale of the Graduate Record Examination General Test. Results with 349 students indicate constructs the item types are measuring. (SLD)

The primary goal of this project was to examine the predictability of Scholastic Aptitude Test (SAT) reading item difficulty (equated delta) for main idea items, and the predictability of main idea, inference, and explicit statement item types. A secondary purpose was to contrast the responses of high verbal and low verbal ability examinees.…

To help increase the understanding of sources of difficulty in test items, a study was undertaken to evaluate the effects of various aspects of prose complexity on the difficulty of achievement test items. The items of interest were those that presented a verbal stimulus followed by a question about the stimulus and a standard set of…

The Board of Regents of South Dakota's public colleges and universities decided in 1984 to implement a Value-Added Testing program (an exit test required for graduation) modelled on the Northeast Missouri State University plan. The plan was intended to increase student learning, improve curricular design, and encourage excellent teaching.…

Examinees in a regular administration of the quantitative portion of the Graduate Record Examination responded to particular items in a machine-scannable multiple-choice format. Volunteers (n=364) used a computer to answer open-ended counterparts of these items. Scores for both formats demonstrated similar correlational patterns. (SLD)

A number of hypotheses were tested concerning elements of Graduate Record Examinations (GRE) items that might affect the performance of blacks and whites differently. These elements were characteristics common to several items that otherwise measured different concepts. Seven general hypotheses were tested in the form of sixteen specific…

A comprehensive review was conducted of writing research literature and writing test program activities in a number of testing programs. The review was limited to writing assessments used for admission in higher education. Programs reviewed included ACT, Inc.'s ACT™ program, the California State Universities and Colleges (CSUC) testing program,…