NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Bieleke, Maik; Goetz, Thomas; Krannich, Maike; Roos, Anna-Lena; Yanagida, Takuya – Journal of Experimental Education, 2023
Tests in educational contexts often start with easy tasks, assuming that this fosters positive experiences--a sense of control, higher valuing of the test, and more positive and less negative emotions. Although intuitive and widespread, this assumption lacks an empirical basis and a theoretical framework. We conducted a field experiment and…
Descriptors: Foreign Countries, Secondary School Students, Mathematics Tests, Test Construction
Peer reviewed Peer reviewed
Direct linkDirect link
Arce-Ferrer, Alvaro J.; Bulut, Okan – Journal of Experimental Education, 2019
This study investigated the performance of four widely used data-collection designs in detecting test-mode effects (i.e., computer-based versus paper-based testing). The experimental conditions included four data-collection designs, two test-administration modes, and the availability of an anchor assessment. The test-level and item-level results…
Descriptors: Data Collection, Test Construction, Test Format, Computer Assisted Testing
Peer reviewed Peer reviewed
Direct linkDirect link
Alexander, Patricia A.; Dumas, Denis; Grossnickle, Emily M.; List, Alexandra; Firetto, Carla M. – Journal of Experimental Education, 2016
Relational reasoning is the foundational cognitive ability to discern meaningful patterns within an informational stream, but its reliable and valid measurement remains problematic. In this investigation, the measurement of relational reasoning unfolded in three stages. Stage 1 entailed the establishment of a research-based conceptualization of…
Descriptors: Cognitive Ability, Logical Thinking, Thinking Skills, Cognitive Processes
Peer reviewed Peer reviewed
Weiten, Wayne – Journal of Experimental Education, 1984
The effects of violating four item construction principles were examined to assess the validity of the principles and the importance of students' test wiseness. While flawed items were significantly less difficult than sound items, differences in item discrimination, test reliability, and concurrent validity were not observed. (Author/BW)
Descriptors: Difficulty Level, Higher Education, Item Analysis, Multiple Choice Tests
Peer reviewed Peer reviewed
Sax, Gilbert; And Others – Journal of Experimental Education, 1972
One purpose of this study was to investigate the effects of different levels of item complexity on subsequent student achievement to help clarify the effectiveness of the transfer and hierarchical models. (Authors/MB)
Descriptors: Achievement, Cognitive Processes, Difficulty Level, Interaction Process Analysis
Peer reviewed Peer reviewed
Klimko, Ivan P. – Journal of Experimental Education, 1984
The influence of item arrangement on students' total test performance was investigated. Two hierarchical multiple regression analyses were used to analyze the data. The main finding within the context of this study was that item arrangements based on item difficulties did not influence achievement examination performance. (Author/DWH)
Descriptors: Achievement Tests, Cognitive Style, College Students, Difficulty Level