This document provides advice on moving from in-place, closed-book examinations to open-book, remote assessment. It offers conceptual considerations, practical tips, and discusses the relative merits of two common approaches to open-book exams: those with strict time limits, and those with broad time limits ('take-home' exams).

The New York State Education Department (NYSED) has a partnership with NWEA for the development of the 2024 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2024 Grades 6 and 7 English Language…

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the development of the 2020 Grades 3-8 English Language Arts Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The 2020…

Metacognition has increasingly been recognized as essential for learning. This paper defines metacognition, discusses its importance, and specifies how faculty can nurture it in students to promote positive learning outcomes. The paper then offers extensive examples based on two formats: (1) activities offered before, during, and after lessons or…

The decision of whether to use essay tests or multiple choice tests depends on several qualifiers related to the different characteristics of the tests and the needs of the situation. The most important qualifier involves matching the type of test to the instructional objectives being tested, with multiple choice tests being used to measure a…

This book explains writing effective multiple-choice test items and studying responses to items to evaluate and improve them, two topics that are very important in the development of many cognitive tests. The chapters are: (1) "Providing a Context for Multiple-Choice Testing"; (2) "Constructed-Response and Multiple-Choice Item Formats"; (3)…

Discusses effects of test question order on student performance. Addresses (1) differences in the distribution of scores on each form of the examination; (2) effects on the validity of individual examination items; and (3) effects on the reliability of the examination instrument. Concludes that distribution of examination scores may be influenced…

Described is an approach that substantially reduces the annotated shortcomings of standard multiple-choice tests presented to lower-division college mathematics and statistics classes. Examples are included from each discipline. (JJK)

The purpose of the bulletin is to provide information to teachers and students about the Social Studies 30 Diploma Examination for 1987. The information includes: (1) a description of the examination; 70 multiple-choice questions worth 70% of the total score and one essay worth 30%; (2) an outline of the objectives to be tested including…

Commercial achievement tests often provide limited instructional guidance and seldom provide feedback specific to any given classroom. The most instructionally relevant achievement tests are those developed by an individual teacher for use with a particular class. This digest describes the steps of test construction and presents suggestions for…

Examined is the performance of men and women undergraduate students in mathematics using multiple-choice, relationship analysis, and true/false questions. Sex differences were reported. Implications of this research are suggested. (Author/YP)

Argues that multiple-choice tests, if correctly constructed, are still effective assessment tools. Focuses on constructing multiple-choice questions that address course content objectives but also require higher order thinking. Lists and defines concepts and curriculum objectives. Includes standard and database multiple-choice questions that offer…

The booklet presents the two-part Grade 12 Diploma Examination for the Social Studies 30 program. Part 1 consists of 70 multiple-choice questions worth 70% of the total score. Each question has four choices and students must choose the one which best completes the statement or answers the question. Many questions are based on narratives,…

Part I discusses the many benefits of having an item bank of four-option multiple-choice questions for test construction in English language instructional programs. The advantages of the item bank include: increased effectiveness, efficiency, and professionalism among teachers and administrators in test development, design, writing, review, and…

Describes a case study to determine whether performance tests are a feasible alternative to multiple-choice tests. Examines the difficulties of administering and scoring performance assessments. Explains that the study employed three performance tests and one multiple-choice test. Concludes that performance test administration and scoring was no…