Eighteen studies of the effects of changing initial answers to objective test items are reviewed. While students throughout the total test score range tended to gain more points than they lost, higher scoring students gain more than did lower scoring students. Suggestions for further research are made. (Author/JKS)

This study was designed to examine the level of dependence within multiple true-false test-item clusters by computing sets of item correlations with data from a test composed of both multiple true-false and multiple-choice items. (Author/LMO)

The relationship between scores on objective tests of language skills and on free writing tasks was analyzed for third and eighth graders. Correlations between scores were of the same magnitude as reported for college students. Differences in relationships between free-writing performance and objective test scores are discussed. (Author/RD)

Three programs to improve test-taking performance were evaluated. Subjects who had failed the Chartered Life Underwriter examination were assigned to four treatments: (1) training in test wiseness; (2) systematic densensitization of test anxiety; (3) a combination of (1) and (2); and (4) control. (Author/CTM)

Primary purpose of this study was to investigate the effect of various scoring methods on the reliability and validity of the Primary Test of Economic Understanding (PTEU). the PTEU was designed to be scored using the matched pair procedure. (Authors)

Use of latent class models to examine strategies that examinees (92 college students) use for a specific task is illustrated, via a multiple-choice test of spatial ability. Under an answer-until-correct scoring procedure, models representing an improvement over simplistic random guessing are proposed. (SLD)

Reasonable and practical solutions to two major problems confronting the developer of any test of educational achievement (what to measure and how to measure it) are proposed, defended, and defined. (Author/PN)

In a Monte Carlo simulation, a methodology was developed to investigate the existence of radex properties among objective test items. In an experiment with items covering four categories of Bloom's cognitive domain taxonomy, the items did not have the factorial properties of a radex with four levels of complexity. (Author/BW)

Consistency of gain from changing test answers was tested for students instructed about answer-changing research results, and composition of the gain was analyzed by examining the students' reasons for changing. Mean gain remained positive and consistent with gain for previously studied uninstructed groups; amount of change was also stable.…

The relative efficacy of content-appropriate, orally administered true/false and multiple-choice testing was examined with retarded adolescents. Both approaches demonstrated utility and psychometric adequacy. Implications regarding test development for retarded students are briefly discussed. (Author)

Investigates the reliability and validity of scores yielded from a new scoring formula. (Author/DEP)

Intercorrelations among multiple true-false items were examined to determine to what extent each choice can be treated as independent. Results from 157 health science and 170 medical students indicated that correlations between options from the same stem were larger than those from different stems. Methods for computing reliability estimates were…

Determines the relationship of sex, answer-changing incidence, and total score to net changes in total score resulting from changing answers, by examining the answer-changing behavior of graduate students responding to achievement test items. (Author/RC)