A study involving undergraduate college students enrolled in an introductory psychology course showed that test item arrangement by difficulty or by order of content presentation has no effect on total achievement test score. The data also fail to demonstrate any influence of test item order on student perception of test difficulty. (RM)

Psychology students studied one of two versions of a passage that explained several concepts. One version included definitions of concepts and examples; the other included definitions only. A major finding was that the increased performance of students who received examples was obtained on applied questions but not on literal questions. (Author/RM)

Studies the effect of item order on test scores and completion time. Students scored slightly higher when test items were grouped sequentially (relating to text and lectures) than on tests when test items were grouped by text chapter but ordered randomly, or when test items were ordered randomly. Found no differences in completion time. (Author/LS)

Provides an overview of the Graduate Record Examination (GRE) Psychology test focusing on the scoring system for the GRE Psychology test, who prepares the test and how the test is prepared, and the usefulness of the GRE Psychology test. Explores some future directions for the test. (CMK)