This note highlights and illustrates the links between item response theory and classical test theory in the context of polytomous items. An item response modeling procedure is discussed that can be used for point and interval estimation of the individual true score on any item in a measuring instrument or item set following the popular and widely…

Test worry and emotionality can substantially affect student performance on examinations, and research has shown the deleterious effects of untreated test anxiety. A recently developed measure, the Test and Study Attitudes Inventory (TSAI), has shown promise in the measurement of both test and study related worry and emotionality. The purpose of…

Two experiments examine the psychometric effects of providing immediate feedback on the correctness of answers to open-ended questions, and allowing participants to revise their answers following feedback. Participants answering verbal and math questions are able to correct many of their initial incorrect answers, resulting in higher revised…

The reliability and validity of the Mathematics Anxiety Rating Scale was investigated on two samples of undergraduates. The results support the reliability and validity of the instrument. (JKS)

It was hypothesized that matching test formats would reduce test anxiety. Three experiments were conducted in which high school juniors and seniors took parallel matching and multiple-choice tests covering topics of prior knowledge or recently learned information. Results showed that matching tests were superior to multiple choice formats.…

Statistical outcomes conclude that both the Test Anxiety Inventory and the Anagram Solution Task exhibit substantial discriminant validity but relatively little concurrent validity. Each of the measures shows considerable promise as a means for identifying students with differential levels of test anxiety. (Author/PN)

Compared results from computerized vocabulary tests under conditions in which item review was permitted or not permitted. Results from 177 college students reveal that performance gains after review were greater for examinees of high ability, and that review was desired more by examinees with higher test anxiety. The major drawback to review was…

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.…

Factor analysis of the Hare Self-Esteem Scale yielded three separate factors. As expected, home self-esteem was significantly associated with social class; peer self-esteem, with recent family moves; and school self-esteem, significantly with test anxiety and reading and mathematics achievement. (Author/CP)

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)

The development of a measure of test anxiety among adolescents, the FRIEDBEN Test Anxiety Scale, is reported. It is a 23-item scale with subscales for Social Derogation, Cognitive Obstruction, and Tenseness. Data regarding replicability and construct validity are reported using responses of 3,858 students in 23 junior high and high schools. (SLD)

Computerized and paper-and-pencil versions of four standard personality inventories administered to 147 undergraduates were compared for: (1) test-retest reliability; (2) scores; (3) trait anxiety; (4) interaction between method and social desirability; and (5) preferences concerning method of testing. Doubts concerning the efficacy of…

Test anxiety scores from a 15-item internally consistent instrument were correlated with performance on an aggregate science test administered to 171 fourth- and 187 eight-grade students subdivided by sex and race. The interpretation of data possibly suggest that test anxiety is operating differentially for black and white students. (Author/PN)

Factor analysis of scores on the 30-item Test Anxiety Scale for Children (TASC) of 455 seventh and eighth graders supports previous findings of a 4-factor structure. Item response theory analysis suggests that the TASC is a continuum defining an academic anxiety construct of clusters of commonly related items. (SLD)