Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Objective Tests | 3 |
| Problem Solving | 3 |
| Scores | 3 |
| Mathematics Tests | 2 |
| Test Construction | 2 |
| Test Items | 2 |
| Academic Achievement | 1 |
| Affordances | 1 |
| Ambiguity (Context) | 1 |
| Cognitive Measurement | 1 |
| Cognitive Processes | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
| Reports - Research | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Secondary Education | 1 |
| Grade 12 | 1 |
| Grade 4 | 1 |
| Grade 8 | 1 |
Audience
| Policymakers | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| National Assessment of… | 1 |
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Direct linkMoon, Jung Aa; Keehner, Madeleine; Katz, Irvin R. – Educational Measurement: Issues and Practice, 2019
The current study investigated how item formats and their inherent affordances influence test-takers' cognition under uncertainty. Adult participants solved content-equivalent math items in multiple-selection multiple-choice and four alternative grid formats. The results indicated that participants' affirmative response tendency (i.e., judge the…
Descriptors: Affordances, Test Items, Test Format, Test Wiseness
Download full textNational Assessment Governing Board, 2012
Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. They inform citizens about the nature of students' comprehension of the…
Descriptors: Academic Achievement, Mathematics Achievement, National Competency Tests, Grade 4
Peer reviewedCarroll, James L.; Carroll, Julia A. – Psychology in the Schools, 1977
Approximately three weeks after taking part of the WISC, the subjects were presented with the same questions, and four multiple choice answers were shown and read to them. The multiple choice method of presentation response yielded significantly higher scaled scores than did the standard WISC presentation. (Author)
Descriptors: Cognitive Measurement, Measurement Techniques, Objective Tests, Primary Education
