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Peer reviewedAllison, Donald E. – Alberta Journal of Educational Research, 1984
Reports that no significant difference in reliability appeared between a heterogeneous and a homogeneous form of the same general science matching-item test administered to 316 sixth-grade students but that scores on the heterogeneous form of the test were higher, independent of the examinee's sex or intelligence. (SB)
Descriptors: Comparative Analysis, Comparative Testing, Elementary Education, Grade 6
Peer reviewedHarasym, P. H.; And Others – Evaluation and the Health Professions, 1980
Coded, as opposed to free response items, in a multiple choice physiology test had a cueing effect which raised students' scores, especially for lower achievers. Reliability of coded items was also lower. Item format and scoring method had an effect on test results. (GDC)
Descriptors: Achievement Tests, Comparative Testing, Cues, Higher Education
Download full textAnderson, Paul S.; Kanzler, Eileen M. – 1985
Test scores were compared for two types of objective achievement tests--multiple choice tests and the recently developed Multi-Digit Test (MDT) procedure. MDT is an approximation of the fill-in-the-blank technique. Students select their answers from long lists of alphabetized terms, with each answer corresponding to a number from 001 to 999. The…
Descriptors: Achievement Tests, Cloze Procedure, Comparative Testing, Computer Assisted Testing
