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| Plake, Barbara S. | 7 |
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Peer reviewedPlake, Barbara S.; And Others – Journal of Educational Measurement, 1982
Effects of item arrangement, test anxiety, and sex on a mathematics test taken by motivated, upper-division undergraduates and beginning graduate students were investigated. Results showed that males outperformed females when items were arranged from easy to hard. (Author/GK)
Descriptors: Academic Achievement, College Mathematics, Higher Education, Sex Differences
Plake, Barbara S.; And Others – 1981
Effects of item arrangement (easy-hard, uniform, and random), test anxiety, and sex on a 48-item multiple-choice mathematics test assembled from items of the American College Testing Program and taken by motivated upper level undergraduates and beginning graduate students were investigated. Four measures of anxiety were used: the Achievement Test…
Descriptors: Academic Achievement, Achievement Tests, Difficulty Level, Higher Education
Peer reviewedPlake, Barbara S.; Parker, Claire S. – Educational and Psychological Measurement, 1982
A shortened version of the Mathematics Anxiety Rating Scale (MARS) was developed. It yielded a coefficient alpha reliability estimated at .98, correlated .97 with the original MARS, and showed relationships with state, trait, and test anxiety parallel to the original MARS. It should be useful for mathematical course-related applications.…
Descriptors: Affective Measures, Anxiety, College Mathematics, Factor Structure
Peer reviewedPlake, Barbara S.; And Others – Journal of Experimental Education, 1981
Number right and elimination scores were analyzed on a college level mathematics exam assembled from pretest data. Anxiety measures were administered along with the experimental forms to undergraduates. Results suggest that neither test scores nor attitudes are influenced by item order knowledge thereof, or anxiety level. (Author/GK)
Descriptors: College Mathematics, Difficulty Level, Higher Education, Multiple Choice Tests
Plake, Barbara S.; And Others – 1980
Number right and elimination scores were analyzed on a 48-item college level mathematics test that was assembled from pretest data in three forms by varying the item orderings: easy-hard, uniform, or random. Half of the forms contained information explaining the item arrangement and suggesting strategies for taking the test. Several anxiety…
Descriptors: Difficulty Level, Higher Education, Multiple Choice Tests, Quantitative Tests
PDF pending restorationPlake, Barbara S.; And Others – 1994
In self-adapted testing (SAT), examinees select the difficulty level of items administered. This study investigated three variations of prior information provided when taking an SAT: (1) no information (examinees selected item difficulty levels without prior information); (2) view (examinees inspected a typical item from each difficulty level…
Descriptors: Adaptive Testing, College Students, Computer Assisted Testing, Difficulty Level
Peer reviewedPlake, Barbara S.; And Others – Educational and Psychological Measurement, 1995
No significant differences in performance on a self-adapted test or anxiety were found for college students (n=218) taking a self-adapted test who selected item difficulty without any prior information, inspected an item before selecting, or answered a typical item and received performance feedback. (SLD)
Descriptors: Achievement, Adaptive Testing, College Students, Computer Assisted Testing
